Learning Disabilities A general term describing a group of learning problems Largest single disability area 4.0% of all school-age children are classified as having learning disabilities 44.6% of all children requiring special education services have a learning disability Who has Learning Disabilities? The Inclusive Classroom: Strategies for Effective Differentiated Istruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. Al rights reserved. 1

Learning Disabilities A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, speak, read, write, spell, or to do mathematical calculations. Exclusionary clause: The term does not include children who have learning problems resulting from visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 2

Causes Specific causes generally unknown but believed to be associated with brain function Organic Brain differences in size or functioning Genetic Heredity Environmental Poor diet and nutrition, exposure to toxins such as alcohol, smoke, and cocaine, either prenatally or postnatally The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 3

Identification Discrepancy Model Discrepancy between ability and achievement as measured by a full-scale IQ score and standard score on a test of achievement Response to Intervention Model IDEA amendments- states may no longer require schools to use discrepancy criteria Determination based on whether students respond to research-based interventions The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 4

Response to Intervention RTI is intended to prevent academic failure through early intervention, frequent progress monitoring, and increasingly intensive research-based interventions Students who do not respond sufficiently to multiple tiers are considered treatment- resisters and are eligible for special education referral The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 5

Controversy and Response to Intervention (RTI) The degree to which RTI discriminates between learning disabilities and other disabilities Procedures for intervention and identification are less clear in areas other than early reading Consistent implementation procedures have not yet been developed The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 6

RTI Response to Intervention Readings: Responsiveness to Intervention: A Blueprint for Practitioners, Policymakers, and Parents ( `

Overview of Core Principles of RTI Early identification of students not achieving at benchmarks High-quality instruction and interventions matched to student need Frequent monitoring of student progress to make decisions about instruction or goals Use of child response data to make educational decisions, including professional development, curriculum, and individual intervention decisions

Eight Core Principles of RTI I.We Can Effectively Teach All Children II.Intervene Early by Identifying At-Risk Students through Universal Screening III.A multi-tier Model of Service Delivery Provides a Systematic Approach to Support Student Learning IV.Use a Problem-solving Model to Make Decisions within a Multi-tier Model V.Use Scientific, Research-based Validated Interventions/Instruction VI.Monitor Student Progress to Inform Instruction VII.Use Data to Make Decisions VIII.Use Assessment for Three Different Purposes

RTI Tier Intervention Model 1 2 3

Intervention ModelProcess Tier 1: Intervention in the Everyday Classroom – At Tier 1 Classroom Interventions are implemented. The classroom teacher or team set benchmarks to identify struggling pupils and begin to collect data, which will be used to modify teaching strategies. Universal screening: DIBELS Dynamic Indicators of Basic Early Literacy Skills Step 1: Universal Screening (Responsibility: General Education and Special Education) Step 2a: Implementing General Education (Tier 1; Responsibility: General Education) Step 2b: Monitoring Responsiveness to General Education (Responsibility: General Education and Special Education Tier 2: Small Group Intervention – At Tier 2 students who did not respond to Tier 1 receive more focused researched- based instruction in small groups. Changes are made to the original intervention based on students performance at Tier 1. Step 3a: Implementing a Supplementary, Diagnostic Instructional Trial (Tier 2; (Responsibility: General Education and Special Education)  Step 3b: Monitoring Responsiveness to a Supplementary, Diagnostic Instructional Trial (Tier 2; Responsibility: General Education and Special Education) Tier 3: Personalized Intensive Instruction – A small percentage of students require personalized intensive instruction and practice in a particular skill area to overcome their learning difficulties. Step 4: Designation of Disability, Classification of Disability, and Special Education Placement (Responsibility: Special Education)

Characteristics Language and literacy Mathematics Attention and memory Thinking and reasoning Metacognitive abilities, including study skills, learning strategies, and organizational strategies Social-emotional functioning Generalization and application The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 12

Strategies Adapt Physical environment Instructional materials Instructions Evaluation procedures Provide Distraction-free environment Clear directions and accessible goals Model organization Conduct periodic reviews Structure daily routines and schedules Teach Study skills Students how to learn Test taking skills Use peer tutors Vary presentation formats Consider alternative tests The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved. 13