Learning Disabilities: Implications for Policy Regarding Research and Practice: A Report by the National Joint Committee on Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 195-199 ◽  
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Learning Disabilities ◽  
State Policy ◽  
Position Paper ◽  
Active Member ◽  
Official Document ◽  
Research And Practice ◽  
National Joint Committee

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD addresses points of agreement in the field, common misperceptions, and unresolved issues in scholarship and practice, and makes recommendations for federal and state policy.

Learning Disabilities and Achieving High-Quality Education Standards

2017 ◽  
Vol 40 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Learning Disabilities ◽  
Quality Education ◽  
Active Member ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Education Standards ◽  
Official Document ◽  
High Quality Education ◽  
Students With Ld ◽  
National Joint Committee

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the necessary ingredients that contribute to successful outcomes for students with LD in meeting HQES.

Responsiveness to Intervention and Learning Disabilities

2005 ◽  
Vol 28 (4) ◽  
pp. 249-260 ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Parent Participation ◽  
Position Paper ◽  
National Committee ◽  
Professional Roles ◽  
Policy And Practice ◽  
Rti Implementation ◽  
Potential Benefits ◽  
National Joint Committee

The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. The NJCLD considers and discusses contemporary issues in learning disabilities and develops and disseminates reports and statements related to these issues to influence policy and practice. Debi Gartland, Ph.D., Professor of Special Education at Towson University, Maryland, and Roberta Strosnider, Ed.D., Professor of Special Education at Towson Univeristy, represent the Council for Learning Disabilities on the NJCLD. They co-authored this paper with other NJCLD members. For more information about the paper or the NJCLD, contact Debi Gartland at [email protected] . The purpose of this NJCLD report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). After brief overview of the approach, issues related to RTI implementation, including use as an eligibility mechanism, parent participation, structure and components, professional roles and competencies, and needed research, are addressed. The report is neither a position paper nor a “how-to guide” for implementing an RTI approach.

The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities

2020 ◽  
Vol 43 (4) ◽  
pp. 195-200
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
Specific Learning Disability ◽  
Active Member ◽  
Special Education Eligibility ◽  
Official Position ◽  
National Joint Committee ◽  
Method Of Evaluation ◽  
Specific Learning

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

Predicting Placement in Learning Disabilities Programs: Do Predictors Vary by Ethnic Group?

1998 ◽  
Vol 64 (4) ◽  
pp. 543-559 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Zenaida Aguirre-Muñoz ◽  
Jamal Abedi
Keyword(s):  
Learning Disabilities ◽  
African American ◽  
Minority Students ◽  
Predictor Variables ◽  
National Database ◽  
Disproportionate Representation ◽  
Sociocultural Perspective ◽  
Factors Affecting ◽  
Research And Practice ◽  
Eighth Grade Students

Notwithstanding the historical persistence of the disproportionate representation of ethnic minority students in special education, there is a scarcity of research on factors affecting the placement of minority students in these programs. The purpose of this study was to identify placement predictors in learning disabilities (LD) programs for Latino, African-American, and Anglo students. We used 12 predictor variables from two key domains (student and family) and used placement data from a national database of eighth-grade students. We found that although some factors predicted placement in LD programs for all ethnic groups, placement predictors also varied by student ethnicity. Based on these findings, we provide implications for research and practice from a sociocultural perspective.

Introduction and Commentary

1983 ◽  
Vol 6 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Jim Leigh
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Liaison Committee ◽  
The Past ◽  
National Joint Committee

In response to the large number of requests from CLD members for information concerning the National Joint Committee on Learning Disabilities (NJCLD), the Learning Disability Quarterly is publishing the four position papers prepared by the NJCLD during the past two years. As Chairperson of the CLD National Liaison Committee, Dr. Jim Leigh has represented CLD on the Joint Committee for three years by serving on the NJCLD's writing subcommittee which develops the initial drafts of position papers for consideration by the entire committee. Other CLD representatives who contributed to the development of one or more of the position papers include Drs. Donald Hammill, Stephen Larsen, and Gaye McNutt. The following introduction and commentary by Jim Leigh contains a description of the objectives and operating procedures of the NJCLD, in addition to a recommendation for use of the position papers.

Children with Special Needs as a Virtual Community

2011 ◽  
pp. 187-192
Author(s):  
Tas Adam ◽  
Arthur Tatnall
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Sensory Deprivation ◽  
Virtual Community ◽  
The United States ◽  
Cerebral Dysfunction ◽  
Education Act ◽  
The One ◽  
National Joint Committee ◽  
Specific Learning

The term learning disability (LD) refers to any retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or behavioural disturbances (Adam & Tatnall, 2002). It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors (Kirk, 1962). Specific learning disabilities is a chronic condition of presumed neurological origin that selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disability exists as a distinct handicapping condition and varies in its manifestations and degree of severity (Adam & Tatnall, 2003). Throughout life, the condition can affect self-esteem, education, vocation, socialisation, and/or daily living activities (ACLD, 1986, p. 15). Two definitions of LD are well supported: a legislative definition from the United States found in the Individuals with Disabilities Education Act (IDEA, 1997) and the one proposed by the National Joint Committee on Learning Disabilities (NJCLD, 1994), a consortium of representatives from organizations interested in LD.

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