Table of Contents

Introduction, Chapter I: Learning Disabilities: Historical Perspectives, Chapter Ii: Early Identification And Intervention For Young Children With Reading/Learning Disabilities, Chapter Iii: Classification Of Learning Disabilities: An Evidencebased Evaluation, Chapter Iv: Learning Disabilities As Operationally Defined By Schools, Chapter V: Discrepancy Models In The Identification Of Learning Disability, Chapter Vi: Responsiveness To Intervention: An Alternative Approach To The Identification Of Learning Disabilities, Chapter Vii: Empirical And Theoretical Support For Direct Diagnosis Of Learning Disabilities By Assessment Of Intrinsic Processing Weaknesses, Chapter Viii: Clinical Judgments In Identifying And Teaching Children With Language-Based Reading Difficulties, Chapter Ix: Is "Learning Disabilities" Just A Fancy Term For Low Achievement? A Meta-Analysis Of Reading Differences Between Low Achievers With And Without The Label

About the Author

Renee Bradley (Edited by) , Louis Danielson (Edited by) , Daniel P. Hallahan (Edited by)

Reviews

"This book is the product of a learnng disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional authorization of the historic Individuals with Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision-making surrounding implementation."
—Zentralblatt fur Didaktik der Mathematik