Determining Students with Learning Disabilities – Flashcards

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2 methods of Identifying Students with Learning Disabilities
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IQ - Achievement Discrepancy Model RTI Approach
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IDEA (2004)
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Individuals with Disabilities Education Improvement Act Special Education law passed that allows a different method for identifying learning disabilities
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IQ Achievement Discrepancy Model - Purpose
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To eliminate low intellectual ability (IQ) as the reason for reading problems
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IQ Achievement Discrepancy Model - Target
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Targets students with suspected learning disabilities
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IQ Achievement Discrepancy Model - Process
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Uses a prescribed set of standardized tests Identification of discrepancy between IQ scores and achievement scores
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IQ Achievement Discrepancy Model - Information Used
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Scores from Standardized Tests of Intelligence (IQ) like Stanford Binet Scores from standardized tests of achievement like Woodcock-Johnson Achievement Test
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IQ Achievement Discrepancy Model - Data Collectors
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Usually a certified diagnostician or school psychologist
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IQ Achievement Discrepancy Model - Data
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Data used to identify whether a disability exists
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RTI - Purpose
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To eliminate inadequate instruction as the reason for reading problems
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RTI - Targets
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Targets struggling readers Targets students with suspected learning disabilities
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RTI - Process
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Ongoing monitoring of students' performance Data-driven decisions leading to increasingly intensive services
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RTI - Information Used
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Data collected frequently on students' performance Some standardized Test scores
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RTI - Data Collectors
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Primarily the General Education teacher or other personnel responsible for instructional interventions
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RTI - Data
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To guide instructional placement
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Issues with IQ - Discrepancy Model
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Does not always discriminate between disabilities and results of inadequate instructional strategies Biased Students must fail to quality for special education services Results do not inform the instructional process There is no early intervening or support
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Advantages of RTI
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Inadequate instruction as a cause for learning disabilities decreases Decreases bias Identification is actually based on classroom performance Students do not have to struggle as much before getting help Progress monitoring and can inform instructional process students who struggle receive immediate support and intervention
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2 types of RTI Approach
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Problem Solving Approach Standard Protocol Approach
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