DOCSLIB.ORG

Response to Intervention (Rti) Guidance Document July 2010

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Response to Intervention (Rti) Guidance Document July 2010 Oklahoma State Department of Education Response to Intervention (RtI) Guidance Document July 2010 It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599; telephone number (405) 522-4930 or the United States Department of Education's Assistant Secretary for Civil Rights. Inquiries or concerns regarding compliance with Title IX by local school districts should be presented to the local school district title IX coordinator. REPRINT This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 § 3-104. One-hundred copies have been prepared using IDEA, Part B federal funds at a cost of $85.00. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. March 2011. Oklahoma State Department of Education (OSDE) The Response to Intervention Guide was developed utilizing a collaborative effort among many stakeholders representing a cross representation of personnel from a variety of departments. The primary goal of the committee has been to collaborate in the development of a shared vision of Response to Intervention (RtI) in Oklahoma; methods to disseminate information and guidance about RtI; and procedures for effective implementation in local school districts. Stakeholders Represented: State Superintendent Sandy Garrett Chief of Staff Lealon Taylor Shelly Hickman, Public Affairs Director Misty Kimbrough, Assistant State Superintendent, Special Education Services Ramona Paul, Assistant State Director, Professional Services Sharon Lease, Assistant State Superintendent, Accreditation/Standards Karyn Hutchens, Resident Teacher/Professional Development/School Board Members Director Cindy Koss, Assistant State Superintendent, Office of Standards and Curriculum Jennifer Watson, Team Leader, Curriculum/Effective Schools Christa Knight, Response to Intervention Project Coordinator Mary Pearson, Executive Director, School Support Cathleen Williams, Language Arts Curriculum Director Jana Rowland, Science Curriculum Director Kelly Curtright, Social Studies Curriculum Director Erin Gray, Early Childhood Coordinator Jackie Mania, School Reform Program Specialist Kerri White, Executive Director, Office of High School Reform Andrea Wheeler, Executive Director, Title I, II, and VI Lori George, Reading Sufficiency Act Coordinator Gina Scroggins, Title I Reading Program Specialist Melinda Mitchiner, Positive Behavior Interventions and Supports Coordinator Christi Roach, Associate Director, Cooperative Council for Oklahoma School Administration Steven Crawford, Executive Director, Cooperative Council for Oklahoma School Administration Trent Swanson, Associate Director, Cooperative Council for Oklahoma School Administration Natalie Johnson, Oklahoma Association of Elementary School Principals Marilyn Dewoody, Oklahoma Directors of Special Services Beth Schieber, 1 | Page President, Oklahoma State Schools Boards Association Esther Bell, President, Professional Oklahoma Educators Mike McIlwee, Oklahoma Education Association Sharon House, Oklahoma Parents Center Margaret Durham, Oklahoma School Counselors Association Tessie Rose, National Center on Response to Intervention Courtney Ellis Lockridge, Mid-Continent Comprehensive Center Sara Hall, Mid-Continent Comprehensive Center Joanne Cashman, IDEA Partnerships Kristy Ehlers, Oklahoma Association for Supervision and Curriculum Development Lynda White, Oklahoma Federation of the Council for Exceptional Children Tuccoa Polk, Oklahoma Parent Information and Resource Center Terri Silver, Oklahoma Parent Teacher Association Clif Ogle, President, American Federation of Teachers of Oklahoma Gary Duhon, Oklahoma State University Sandee Goetze, Oklahoma State University Allan Allday, Oklahoma State University George Abshire, Oklahoma Council for Teachers of Mathematics Julie Collins, Oklahoma Reading Association Jeff Johnson, Oklahoma Association of Career and Technology Education Joy Modenbach, Learning Disabilities Association of Oklahoma Kayla Bower, Oklahoma Disability Law Center Terry Spigner, University of Central Oklahoma Richard Putnam, East Central University Gail Priddy, OSDE Retired Larry Hartzell, OSDE Retired Penny Dilg, Edmond Public Schools Scott Singleton, Oklahoma School Psychological Association Lois Lawler-Brown, Oklahoma Association of Colleges of Teacher Education Lisa Holder, Oklahoma State Regents for Higher Education Sheryl Flowers, All Kinds of Minds/Schools Attuned Phil Berkenbile, State Director, Oklahoma Department of Career and Technology Education Elaine Hobson, Oklahoma Speech and Hearing Association Joni Bruce, Oklahoma Family Network Teri Bell, Oklahoma City Public Schools Kay Sandschaper, Tulsa Public Schools Steve Michael, Muldrow Public Schools. 2 | Page Table of Contents Section 1 - Introduction 5 Purpose of the Document ......................................................................................................................... 5 The Oklahoma Context .............................................................................................................................. 5 Why Response to Intervention (RtI)? ........................................................................................................ 5 Section 2 - What is Response to Intervention? .......................................................................................................... 7 Resources for RtI ....................................................................................................................................... 9 Summary of Essential Features of Response to Intervention in Oklahoma............................................ 10 Section 3 - Tier I: Core Curriculum with Differentiated Instruction ......................................................................... 11 Focus ....................................................................................................................................................... 11 Setting ..................................................................................................................................................... 12 Interventions ........................................................................................................................................... 12 Interventionists ....................................................................................................................................... 12 Assessments ............................................................................................................................................ 12 Data Analysis and Decision Making ......................................................................................................... 13 Tier 1 Resources ...................................................................................................................................... 14 Section 4 -Tier II: Supplemental Targeted Interventions ......................................................................................... 15 Focus ....................................................................................................................................................... 15 Settings .................................................................................................................................................... 15 Interventions ........................................................................................................................................... 15 Interventionists ....................................................................................................................................... 16 Assessments ............................................................................................................................................ 16 Data Analysis and Decision Making ......................................................................................................... 17 Tier II Resources ...................................................................................................................................... 19 Section 5 - Tier III: Intensive Targeted Instruction ................................................................................................... 20 Focus ....................................................................................................................................................... 20 Setting ..................................................................................................................................................... 20 Interventionists ....................................................................................................................................... 20 Interventions ........................................................................................................................................... 21 Assessments ...........................................................................................................................................
Load more

Recommended publications
  • RTI in the General Education Classroom
    Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg.
    [Show full text]
  • A Parent's Guide to Response to Intervention
    A Parent’s Guide to Response to Intervention (RTI) illions of school-age children experience diffi culties with learning. Their struggles in school may be due to factors such as cultural or language differences, poor attendance or a lack of appropriate instruction. In some cases, a disability Msuch as a learning disability can make learning diffi cult for a child. For years schools have attempted to provide help to these students using a variety of approaches — including programs such as special education and Title I. In recent years, Congress has added new provisions to our nation’s federal education laws — the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA 2004) — that are designed to encourage school districts to provide additional support for struggling students within general education. This support should be provided as early as possible — when students show the earliest signs of diffi culty. When students are allowed to fail, they often get further and further behind, making it more and more diffi cult to get them back on grade level. By helping students early, schools can keep every student on grade level and on track to graduate. While schools have attempted many ways to help struggling students, including those with disabilities, the current focus is on an improved, research-based process known as Response to Intervention (RTI). RTI is not a special kind of program or book. It is a way to help all students succeed, including struggling learners. Ultimately, the goal of RTI is to prevent failure and make all students successful learners.
    [Show full text]
  • Questions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS). (PDF)
    Questions and Answers On Response to Intervention (RTI) and Early Intervening Services (EIS) January 2007 The final regulations for the reauthorized Individuals with Disabilities Education Act (IDEA) were published in the Federal Register on August 14, 2006, and became effective on October 13, 2006. Since publication of the final regulations, the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education has received requests for clarification of some of these regulations. This is one in a series of question and answer documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics. Generally, the questions, and corresponding answers, presented in this Q&A document required interpretation of IDEA and the regulations and the answers are not simply a restatement of the statutory or regulatory requirements. The responses presented in this document generally are informal guidance representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented and are not legally binding. The Q&As are not intended to be a replacement for careful study of IDEA and the regulations. The statute, regulations, and other important documents related to IDEA and the regulations are found at https://sites.ed.gov/idea/. The final regulations incorporate new requirements regarding identifying children with specific learning disabilities (SLD) and early intervening
    [Show full text]
  • Identifying Learning Disabilities in the Context of Response to Intervention
    3/7/2016 Identify Children with LD Within Response­to­Intervention | RTI Action Network About Us Checklists SLD ID Toolkit Blog Contact Us Glossary Login PARENTS & FAMILIES PRE­K K­5 MIDDLE SCHOOL HIGH SCHOOL HIGHER ED Learn About RTI What is RTI? Identifying Learning Disabilities in the Context of Response to Research Support for RTI Intervention: A Hybrid Model LD Identification by Jack M. Fletcher, Ph.D., University of Houston Diversity and Disproportionality PRINT EMAIL SHARE Behavior Supports RTI in Pre­Kindergarten The formal incorporation of Response­to­Intervention (RTI) models in the RTI in Secondary Schools 2004 reauthorization of the Individuals with Disabilities in Education Act ADDITIONAL ARTICLES (IDEA 2004; USDOE, 2004) signals a major change in approaches that The Role of RTI in LD Identification Get Started schools may use to identify students as eligible for special education in the Position Statement on Determination learning disability (LD) category. School­based interdisciplinary teams must of Specific Learning Disabilities contend with these changes to identify children with LD, determine their Making Decisions About Adequate Include Essential Components Progress in Tier 2 eligibility for special education, and most importantly, develop effective intervention approaches. Reviewing the historical definitions of LD and Connect With Others articulating the scientific basis for the changes in identification and intervention introduced by IDEA 2004 may provide some insight into how ADDITIONAL RESOURCES Professional Learning National Center for Learning the recent changes affect the accuracy and utility of diagnostic decision Disabilities making in the area of LD. National Research Center on Learning Disabilities Get Email Updates Changes in IDEA: 1968 to 2004 Response to Intervention ­ A Primer RTI Talk: Response to Intervention Sign up to receive the RTI Action and IDEA ­ LD Identification in the RTI Network e­newsletter.
    [Show full text]
  • AOTA Practice Advisory on Occupational Therapy in Response to Intervention
    AOTA Practice Advisory on Occupational Therapy in Response to Intervention Scope of Practice Occupational therapy practitioners1 are highly qualified, licensed professionals who work in the school setting. They have expertise in promoting the function and engagement of all children in their everyday routines to support school participation. Addressing activities of daily living, rest and sleep, play, education, and social development are key components of occupational therapy practice. The fundamental background of occupational therapy practitioners is rooted in concepts related to promoting meaningful participation, optimum development, and engagement within natural contexts or least restrictive environments. These are core principles of both the profession of occupational therapy as well as early childhood and school practice. As a primary service under Part C of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), occupational therapy practitioners collaborate with early childhood and school teams to promote the physical, communication, cognitive, adaptive, and social-emotional domains of infants and toddlers. As a related service under Part B of IDEA and a pupil service under Elementary and Secondary Education Act (also known as No Child Left Behind), occupational therapy practitioners support children and youth by promoting participation in home, school, and community life. Response to Intervention (RtI), an early intervening service, is a multi-tiered approach within general education that provides services early to struggling learners to facilitate school success. RtI addresses both the academic and behavioral health needs of all students, particularly those at risk. This approach, that requires collaboration from all school personnel, involves universal screenings; high-quality, evidence-based instructional methods and interventions; data collection and data-based decision-making; and progress monitoring.
    [Show full text]
  • Response to Intervention and the Identification of Specific Learning
    Top Lang Disorders Vol. 34, No. 1, pp. 39–58 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Response to Intervention and the Identification of Specific Learning Disabilities Daniel J. Reschly The use of response-to-intervention (RTI) to identify children and youth with specific learning disabilities (SLDs) is described with multiple illustrations. Essential components of the RTI process are specified at multiple tiers of intervention, each essential to valid SLD identification. The RTI goals are prevention in general education, early identification and intervention, and intensive treat- ment of children with severe and chronic achievement and behavioral challenges. Identification of SLD is described as a series of stages culminating in a comprehensive evaluation that meets requirements of the federal Individuals with Disabilities Education Act. During the comprehensive evaluation, the need for screening in at least 12 domains is stressed, followed by an in-depth as- sessment in domains in which the possibility of educationally related deficits exists. Advantages of RTI-based SLD identification are discussed. Key words: problem solving, progress monitoring, response to intervention, SLD identification ONTROVERSY has existed in the iden- discussed. This is followed by a considera- C tification of specific learning disabilities tion of policy and practice. Finally, the advan- (SLDs) from the inception of the diagnostic tages and disadvantages of SLD identification construct in the 1960s to the present. No con- through RTI are contrasted with other current sensus exists still today. In fact, thought and alternatives to SLD identification. practice are perhaps even more diverse than The concepts of unexpected low achieve- at any time in the past 50 years.
    [Show full text]
  • Response to Instruction and Intervention (Rtii): a Fact Sheet For
    Response to Instruction and Intervention (RtII): A Fact Sheet for Parents RtII is (1) a general education effort for ALL students to identify and help those students who need academic or behavioral help long before they fail, and (2) one of two ways to identify students with learning disabilities. RtII includes these features: • Standards Aligned Instruction: High quality instruction for ALL students based on research (what we know to work) and aligned to Pennsylvania standards (matched to what students must know and be able to do) • Universal Screening: A quick check of students’ current level of performance in a content or skill area • Tiered Interventions: Provides some students with increasing levels of instructional help based on their specific needs in the general education curriculum (See Pennsylvania’s Three-Tier Model below for details) Tier 3: Intensive Intervention • For students performing significantly below grade level • Weekly Progress Monitoring Tier 2: Targeted Intervention • For students at academic or behavioral risk • Bi-monthly Progress Monitoring Tier 1: Core Instruction • For all students • Universal Screening and Benchmark Assessments (3 to 5 times per year) • Parental Engagement: Parents are provided information regarding their child’s needs, interventions, goals and expected progress, time spent in each tier, with regular reports of progress or lack of progress and the right to request a special education evaluation at any time. • Shared Ownership (responsibility): All staff assume an active role in instruction and assessment for all students. • Data-Based Decision Making: The use of student data to guide the design, implementation, and adjustment of instruction. Student performance data is gathered through: u Progress Monitoring: Continuous measuring and comparing of student learning to determine progress toward targeted skills with the purpose of appropriately adjusting instruction.
    [Show full text]
  • Response to Intervention: an Introduction
    Response to Intervention: An Introduction This briefA research Brief review Review was prepared of theby Patricia Research Cahape Hammer Literature for the West Virginia Department of Education in [2012]. It was originally published as part of a larger study, West Virginia Alternate Identification and Reporting Program: An Exploratory Analysis by Yetty A. Shobo, Anduamlak Meharie, Patricia Cahape Hammer, and Nate Hixson, available at http://wvde.state.wv.us/research/reports2012/EvaluationofAIR2011Final062812.pdf. Response to Intervention: An Introduction Response to Intervention: An Abstract Introduction This review provides an introduction to response A Brief Review of the Research Literature to intervention (RTI), including how it is defined, reasons for its What is RTI? growing popularity, an The National Center on Response to Intervention (NCRTI), funded introduction to an by the U.S. Office of Special Education Programs offers the emerging body of following definition of RTI: research, a brief discussion of what it all Response to intervention integrates assessment and intervention means, and suggestions within a multi-level prevention system to maximize student about directions for achievement and to reduce behavioral problems. With RTI, future research. schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (NCRTI, 2010, p. 2) Key to this definition is the premise that by intervening early, struggling students will obtain the skills they need and avoid special education placement later (Newman-Gonchar, Clarke, & Gersten, 2009).
    [Show full text]
  • Frameworks for Response to Intervention in Early Childhood: Description and Implications
    Frameworks for Response to Intervention in Early Childhood: Description and Implications Purpose This paper, “Frameworks for Response to Intervention in Early Childhood: Description and Implications,” has been jointly developed by the Division for Early Childhood of the Council for Exceptional Children, the National Association for the Education of Young Children, and the National Head Start Association. The purpose of the joint paper is to define early childhood response-to-intervention frameworks and to promote a broader understanding and discussion of the topic. The Division for Early Childhood of the Council for Exceptional Children (DEC) 27 Fort Missoula Road Suite 2 Missoula, MT 59804 www.dec-sped.org National Association for the Education of Young Children (NAEYC) 1313 L Street, NW Suite 500 Washington, DC 20005-4101 www.naeyc.org National Head Start Association (NHSA) 1651 Prince Street Alexandria, VA 22314 www.nhsa.org 2 Frameworks for Response to Intervention in Early Childhood Frameworks for Response to Intervention in Early Childhood: Description and Implications cross the nation, there is an increased focus on ensuring that all young children experience positive outcomes and enter school ready to learn. Moreover, significant national investments have been made to align policies and resources to support the implementation of research-based teaching and caregiving practices within all programs Aand classrooms, from early childhood to postsecondary settings. One key piece of legislation that underscores the increased attention and investment in intervening early is the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004). IDEIA includes a specific provision highlighting the need for early intervening services (EIS) for K–12 students (with a particular emphasis on children in K–3) who require additional academic and/or behavioral support.
    [Show full text]
  • Response to Intervention
    2020 — Vasiliki Varvaki/Getty RESPONSE TO INTERVENTION EDITOR’S NOTE CONTENTS Commentary Response to Intervention is a model to identify struggling students and provide 2 The Most Popular 8 MTSS: Where the 14 Student Trauma Is Real. targeted interventions before academic Reading Programs Aren’t Obstacles Are But Connection Can Heal failure. In this Spotlight, learn about obstacles Backed by Science 9 How Do Kids Learn to 17 Do Teachers Need to multitiered systems of supports, explore 5 RTI May Fall Short in Read? What the Response to Intervention? how RTI can benefit teachers, and consider Flagging Certain Science Says 18 Four Steps to Implement the research on best early reading instruction Students RTI Correctly practices. 7 What Are Multitiered Systems of Supports? Response to Intervention / edweek.org 2 Published December 3, 2019, in Education Week’s Special Report: Getting Reading Right The Most Popular Reading Programs Aren’t Backed by Science By Sarah Schwartz readers do use different sources of in- TOP 5 formation to predict what words might here’s a settled body of re- READING MATERIALS say. But studies also suggest that skilled search on how best to teach By Percentage readers don’t read this way. Neuroscience early reading. But when it of Teachers Using research has shown that skilled readers comes to the multitude of cur- process all of the letters in words when riculum choices that schools they read them, and that they read con- Thave, it’s often hard to parse whether well- 43% nected text very quickly. marketed programs abide by the evidence.
    [Show full text]
  • Is Response-To-Intervention Good Policy for Specific Learning Disability?
    Scholars Crossing Faculty Publications and Presentations School of Education 2008 Is Response-to-Intervention Good Policy for Specific Learning Disability? Kenneth A. Kavale Lucinda S. Spaulding Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/educ_fac_pubs Part of the Education Commons Recommended Citation Kavale, Kenneth A. and Spaulding, Lucinda S., "Is Response-to-Intervention Good Policy for Specific Learning Disability?" (2008). Faculty Publications and Presentations. 119. https://digitalcommons.liberty.edu/educ_fac_pubs/119 This Article is brought to you for free and open access by the School of Education at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. RTI Policy and SLD 1 Running head: RTI POLICY Is Response-to-Intervention Good Policy for Specific Learning Disability? Kenneth A. Kavale & Lucinda S. Spaulding Regent University RTI Policy and SLD 2 Abstract The reauthorized Individuals with Disabilities Education Improvement Act (IDEA, 2004) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ-achievement discrepancy, and (b) permitting response-to- intervention (RTI) as part of SLD evaluation procedures. We discuss several policy implications of these new regulations by considering the original construct of SLD, the still “experimental” status and implementation of RTI, the closer alignment of RTI objectives with No Child Left Behind (NCLB, 2001) than former IDEA regulations, and the shift in focus from serving as a special education identification procedure to a general education instructional procedure. We conclude by proposing several recommendations for the appropriate inclusion of both RTI and psychometric evaluation within the continuum of SLD identification procedures.
    [Show full text]
  • A Parent's Guide to Response to Intervention (RTI)
    A Parent's Guide to Response to Intervention (RTI) by Susan Bruce www.wrightslaw.com Regional Education Coordinator Pro*Parents of SC, Inc. When IDEA was reauthorized in 2004 some new buzz words emerged. One term is Response to Intervention (RTI). Although response to intervention is not actually new, it is very new to IDEA, parents, and to many school districts. RTI in IDEA and “scientifically research based instruction” in IDEA and NCLB emphasize the quality of instruction ALL children receive. NCLB and IDEA raise the bar in education by attempting to ensure that ALL children receive high quality instruction. The purpose of RTI is to catch struggling children early, provide appropriate instruction, and prevent the need to refer the child for special education. This concept offers hope and fear in advocates and parents. In an attempt by the US Department of Education to eliminate the wall that separates regular and special education, school districts may use 15% of IDEA funding for early intervention services in regular education - RTI. RTI and Hope for Better Instruction RTI offers hope that all children will receive better and more adequate instruction in math and reading. RTI provides a new and different way to identify students with specific learning disabilities. But, there are important issues that parents need to be aware of. If we, as parents, are not educated on the RTI process and what IDEA requires, our schools may fail to identify some children who do have specific learning disabilities. I concur with the experts who say that many children have not received the type of instruction they need to be successful.
    [Show full text]