Loading in 2 Seconds...
Loading in 2 Seconds...
National Joint Committee on Learning Disabilities. Comprehensive Assessment and Evaluation of Students With Learning Disabilities. Diane Paul, PhD, CCC-SLP Director, Clinical Issues in Speech-Language Pathology American Speech-Language-Hearing Association email@example.com.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Diane Paul, PhD, CCC-SLP Director, Clinical Issues in Speech-Language Pathology American Speech-Language-Hearing Association
NJCLD strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities.
Two federal education laws, the Elementary and Secondary
Education Act (ESEA—recently called the No Child Left Behind
Act of 2001) and the Individuals with Disabilities Education
Improvement Act of 2004 (IDEA 2004)
Changes in ESEA and IDEA legislation
Other legislative changes…..
Other legislative changes (con’t)…..
motor, sensory, cognitive, communication, behavior
perception; memory; attention; sequencing; motor planning and coordination; and thinking, reasoning, organization
Characteristics of Learning Disabilities
Sensitivity to validity and reliability issues must be considered when assessing students from culturally and linguistically diverse backgrounds, including ELLs.
Documentation of underachievement in one or more areas is a necessary, but not a sufficient criterion, for the diagnosis of learning disabilities.
Continued learning problems following high-quality, research-based instruction can be an indication of learning disabilities; however, inadequate instruction does not preclude the possibility that a student has learning disabilities.
Factors such as poor self-regulatory behaviors (e.g., inattention, lack of motivation, and impulsivity), poor social perception (e.g., inappropriate social judgment), and inappropriate social interaction (e.g., problems relating to peers) are not in themselves considered learning disabilities, but they may be concomitant with learning disabilities.
Students with other conditions also may be diagnosed as having concomitant learning disabilities.
Evidence of intra-individual differences in skills and performance can suggest learning disabilities.
Needs Special Education and Related Services
Families and Advocates