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.

The author investigated shared cultural models among nine Latino immigrant parents of children with specific learning disabilities aged 6-12 years old. Interview questions addressed what participants thought it meant to be educated, their descriptions of specific learning disabilities, and their reports of effective teaching methods for their children. Although many varying themes emerged from the interview data, three distinct cultural models surfaced from the data on education and disability. Implications include cultural beliefs informing IEP content, knowledge of cultural models enabling increasingly open communication between school and home, and culturally sensitive classroom instruction.

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.

Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence by Sarah Jean Watt An Abstract of a thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Teaching and Learning Special Education) in the Graduate College of The University of Iowa May 2013 Thesis Supervisor: Associate Professor William J. Therrien Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has been identified through the literature as a promising approach to teaching students with and without math difficulties (Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson (e.g. CSA), 2003; Flores, 2010). The CRA sequence transitions students from the use of concrete manipulatives to abstract symbols through the use of explicit instruction to increase computational and conceptual understanding. The main purpose of this study was to assess the effects of preteaching essential pre-algebra skills on the overall algebra achievement scores for students with disabilities and those at-risk for failure in math. Specifically the study examined the following research questions: (1) What are the effects of preteaching math units using the CRA instructional sequence on the algebra achievement of students with LD and those at risk for math failure? (2) What are the effects of preteaching math units using the CRA instructional sequence on the transfer of algebra-based skills of students with LD and those at risk for math failure to the general education setting? (3) What are the effects of preteaching math units using the CRA instructional sequence on the maintenance of algebra-based skills for students with LD and those at risk for math failure? Summary of Study Design and Findings Thirty-two students enrolled in one of four 6th grade classrooms across two elementary schools participated in this study. Sixth grade students who currently receive tier 2 or tier 3 supplemental and intensive instruction in math; and those identified as having a math learning disability will be participants. A treatment and control, pre/post experimental design was used to examine the effect of the intervention on students' math achievement. The intervention was replicated across two math units related to teaching algebra-based concepts: Solving Equations and Fractions. The treatment condition consisted of a combination of preteaching and the use of the CRA instructional sequence. Prior to each unit, Solving Equations and Fractions, researchers pretaught students 3 essential prerequisite skills necessary for success in the upcoming unit, at the concrete, representational, and abstract levels of learning. Each preteaching session lasted for ten days, 30 minutes each day. Immediate, delayed, and follow-up measures were used to support the examination of the research questions and hypotheses. Overall findings indicate that the combination of preteaching using the CRA gradual sequence is effective at improving the overall algebra performance for students with disabilities.

The purpose of this study was to explore how students with learning disabilities understood and experienced their transition from high school to postsecondary education. In-depth interviews with 7 graduates of Achievement School (pseudonym), a private high school for students with learning disabilities in the southwestern region of the United States, were conducted to elicit personal narratives of students��� transition experiences from high school to college. By doing so, findings contribute to a deeper understanding of students��� experiences and what allows students with learning disabilities to succeed in their transition to university or college. In addition, 4 parents and 4 high school staff members were interviewed for this study to provide a triangulated perspective on the experience studied. Few studies have collected and analyzed the perceptions and voices of students with learning disabilities as they transition to postsecondary education. This study provides insight towards bridging the gap in providing further insight into the students with learning disabilities��� experiences on their transition to college and the factors students��� feel have impeded or supported their success in this new environment. This study utilized a descriptive and phenomenological qualitative research methodology consisting of individual in-depth interviews with the students and member checks with informants, their parents, and staff members of the participants��� former high school. Suggestions will be made for future research as well as for practical application for future students as well as high school and postsecondary service providers.

We describe here, briefly, a perceptual non-reading measure which reliably distinguishes between dyslexic persons and ordinary readers. More importantly, we describe a regimen of practice with which dyslexics learn a new perceptual strategy for reading. Two controlled experiment on dyslexics children demonstrate the regimen's efficiency.

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.

Working memory (WM), which is essential for many academic skills, has been found to predict inattentive behaviours and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomised to one of two computerized intervention programs: working memory training or math training and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements in some measures of WM than those in the Math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.

Working memory (WM), which is essential for many academic skills, has been found to predict inattentive behaviours and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomised to one of two computerized intervention programs: working memory training or math training and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements in some measures of WM than those in the Math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.

The purpose of this study was to explore how students with learning disabilities understood and experienced their transition from high school to postsecondary education. In-depth interviews with 7 graduates of Achievement School (pseudonym), a private high school for students with learning disabilities in the southwestern region of the United States, were conducted to elicit personal narratives of students’ transition experiences from high school to college. By doing so, findings contribute to a deeper understanding of students’ experiences and what allows students with learning disabilities to succeed in their transition to university or college. In addition, 4 parents and 4 high school staff members were interviewed for this study to provide a triangulated perspective on the experience studied. Few studies have collected and analyzed the perceptions and voices of students with learning disabilities as they transition to postsecondary education. This study provides insight towards bridging the gap in providing further insight into the students with learning disabilities’ experiences on their transition to college and the factors students’ feel have impeded or supported their success in this new environment. This study utilized a descriptive and phenomenological qualitative research methodology consisting of individual in-depth interviews with the students and member checks with informants, their parents, and staff members of the participants’ former high school. Suggestions will be made for future research as well as for practical application for future students as well as high school and postsecondary service providers.