The Response to Intervention (RtI) model is an identification model for Specific Learning Disability (SLD), one of the 13 disability categories identified under the Individual with Disabilities Education Act (IDEA) of 2004. The RtI model has been proposed as an alternative model to the discrepancy model (e.g., intelligence quotient-achievement discrepancy model). In the RtI model, students’ responsiveness (e.g., levels of performance and slopes of progress) yields their eligibility for special education. However, to date, research that examined the validity of the RtI model (e.g., examination of intervention responsiveness with students with academic deficits) has been limited in the area of mathematics. The purpose of this study was to examine the responsiveness of elementary-aged students, with and without SLD, to interventions for mathematics calculation. It was hypothesized that students with mathematics deficits would demonstrate progress after receiving an empirically-derived intervention, regardless of their placement in general or special education. It was also hypothesized that students with mathematics deficits would demonstrate satisfaction with intervention procedures and self-efficacy with their progress after receiving an empirically-derived intervention. Students with and without SLD were selected based on specific criteria for this study (e.g., a skill deficit). To examine these hypotheses, for each student, an intervention was selected using an experimental analysis. The effects of the intervention on mathematics calculation were examined using single subject design. Maintenance on instructional materials and generalization from instructional-level to grade-level materials were examined. Social validity (e.g., satisfaction) of interventions and self-efficacy of students were also assessed. The results of the study indicate that empirically-derived interventions were effective in enhancing the calculation skills of students with and without SLD and maintaining their skills during and after the intervention phase. However, the students with and without SLD did not generalize their calculation skills to grade-level materials. The students demonstrated high levels of satisfaction with the interventions at the end of the interventions and enhanced their self-efficacy across the study. The study partially supported the validity of the RtI model in the area of mathematics such that the RtI model may be reliable in identification of students with SLD in mathematics calculation.

According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this study. The information drawn from the articles showed that teachers are receptive to assistive technology in their classrooms. They perceived assistive technology as an important supportive device for improving the vital skills of reading and writing comprehension. However, it is clear from their perspectives that the teachers needed more support than they were able to access in order to feel comfortable to implement and use assistive technology in the classroom. Therefore the need for professional development and training and the integration of appropriate technical devices are vital to enhance the development of children with SLD. Future research will be focus on how pre-service teachers are being prepared for AT use as a part of their pre-service training program and professional development.

Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between literacy failure and mental health, or how all this contributes to a consultation method of service delivery. Paper 2: The focus of the empirical paper was to describe and analyse how EPs currently conceptualise dyslexia and delineate what they do with regard to assessment and intervention. Furthermore, it explored how EPs' beliefs about dyslexia, and the wider social context, impact on practice. Findings suggest that dyslexia remains an area of significant confusion and contradiction for the EPs interviewed. Most continue to rely on the British Psychological Society's (BPS, 1999) definition but this appears to add to their confusion rather than clarify their thinking which, in turn, seems to reinforce their beliefs or 'world view' about dyslexia. A very narrow range of actual practice in terms of assessment and intervention was described by the participants. Paper 3: The final paper discussed evidence-based practice (EBP), effective dissemination strategies to promote and measure outcomes, and the impact of such research. To conclude, some thought is given to ways in which the current research contributes to EBP and possible media for dissemination.

The purpose of Individuals with Disabilities Education Improvement Act (IDEIA) is to protect the rights of students with disabilities and to assure that all students receive equitable access to a free and appropriate public education; yet there are explicit exclusions written in the law for students who may have experienced environmental, cultural, and economic disadvantages. An explanatory sequential mixed methods design was used to study Section Four of the exclusionary clause of Specific Learning Disability (SLD) that states students must be excluded from identification if their learning difficulties are primarily the result of environmental, cultural, or economic disadvantage. The Contextual Interaction Theory (CIT) was borrowed from water governance policy analysis to provide a theoretical framework for better understanding the complexity of context and interaction processes in special education policy implementation in Oregon. Survey (n = 100) and interview (n = 6) results showed that 87% of Oregon school psychologist respondents demonstrated some level of non-compliant behavior on Section Four implementation. Barriers to implementation included unclear state and federal guidelines, lack of measurable terms, unclear roles and responsibilities, external pressures to find students eligible, and lack of confidence that Section Four can be applied in every case for 69% or more of the sample. Recommendations for future research include defining the Section Four terms, developing a measurement tool with cut offs, and training to improve implementation; however, there is concern that this may be an impossible task. Recommendations were made to develop a state level Task Force to begin the dialogue; however, future research is needed to gain a deeper understanding of validity of CIT, definitions of Section Four terms that are measurable, identification and definitions of the mitigating mechanisms in the determination of Section Four for appropriate and possible implementation. A supplemental spreadsheet file included with this dissertation was used to illustrate the coding and mapping of Ochoa, Rivera, & Powell (1997) factors onto CIT categories.

The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for Education Statistics, 2017). Methods of special education evaluation in schools are also changing to meet the needs of a dynamic population. Best practices for specific learning disability (SLD) identification recommend the use of effective evaluation methods that inform educational decisions. Many models of SLD identification have been proposed throughout the history of SLD classification. Though many school psychologists have relied on the discrepancy model of learning disability identification, many alternative evaluation methods are coming into popularity. Best practices for SLD identification are changing to meet the needs of a culturally and linguistically diverse student population. Experts in administering culturally appropriate assessments for English language learners (ELLs) recommend that the areas of culture, language, and schooling be examined in order to ensure a valid and fair evaluation for this population (U.S. Department of Education, 2000). This study specifically examined current assessment practices of Utah school psychologists when assessing ELLs for learning disabilities by examining the most essential components of language proficiency, acculturation, academic skills, and intellectual functioning. This study additionally examined the barriers and recommendations of school psychologists when assessing ELLs. A sample of 84 Utah school psychologists completed a survey about assessment practices as part of assessing an ELL for a suspected SLD. Findings from this study indicate school psychologists' responses align with the guiding principles that surround the assessment of ELLs. Participants indicated the importance of standardized measurements when assessing all areas except acculturation. Additionally, participants identified time, lack of resources, incomplete assessment instruments, and limited training and competency as major barriers for professionals working with ELLs. Results from this study can be used to inform and improve practice based on the respondents' recommendations, which included more resources allocated to acculturation assessment and more training from school districts and university training programs in the areas of ELL assessment.

Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for SLD in reading eligibility who (a) did not meet criteria and (b) did meet criteria. A one-way analysis of variance was conducted to determine whether a significant difference existed between the two group's score differences between a measure of global intelligence and WM. Archival Wechsler Intelligence Scale for Children, 4th Edition, Kaufman Assessment Battery for Children, 2nd Edition, or Woodcock-Johnson Tests of Cognitive Abilities, 3rd Edition scores were used. Although no significant difference was evidenced between global intelligence and WM, the group that did not meet SLD criteria had significantly better WM scores than the group that was found eligible for SLD. By better understanding the relationship between WM and special education eligibility, practitioners may be able to implement more meaningful, better targeted research based interventions for enhancing learning outcomes for students with reading SLD, a group at high risk for high school drop out.

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This thesis deals with specific learning disorders (SPU). It declares basic terms and definitions connected to this field. The aim is to learn what children with SPU have to go through and what methods we select during the care of them to help them to join standard life at an early age. Parental and institutional help together with the help of teachers are parts of this thesis as well. In a questionnaire survey is traced the fact whether both teachers at elementary schools and parents are sufficiently informed about SPU and whether they are able to identify pupils with SPU and with help of various methods, procedures and skills to work with them.

Thesis: "Remedial approaches to students with discalculia" defines the term of specific learning disability, individual specific learning disabilities with an emphasis on discalculia (mathematics disorder). It gives a brief overview of the methods, forms, aids (tools), individual re-education practices and affects the possibilities to integrate these students into current elementary school. The practical part deals with the integration of dyscalculia students into the teaching process and to identify forms, methods and aids (tools) that are provided by the teacher. It consists of three casuistries and questionnaire results

A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about how much money an item would cost if it were a certain percentage on sale. A functional relationship between the intervention and acquisition of the steps necessary to complete the task was discovered. In addition, some students maintained the skills as demonstrated by correctly answering most given word problems when given a post-test. Implications for practice and further research are discussed.