Timely and Compelling Research for the Field of Learning Disabilities: Implications for the Future

Synthesis of Research Symposium at Cld's 24th International Conference on Learning Disabilities: “Must Reads” for 2009

“…It is replete with documenting advocacy efforts to identify and utilize "best practices" to help children and adults with LD learn in any area of knowledge and countless numbers of contexts. In that vein, we'll close with a quote by Peggy King-Sears and her colleagues (King-Sears, Boudah, Goodwin, Raskind, & Swanson, 2004) in their 2004 "Must Reads" article, which is as relevant today as it was when it was published: "Our mission right now is to continue partnering and collab orating with stakeholders who share our vision, provid ing high-quality education for every student with LD in schools today to ensure that their capacity to achieve lifelong success is realized" (p. 87).…”

From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness‐to‐Intervention Research

“…Other benefits described across RTI literature are advantages that cannot be assumed without implementation. King‐Sears, Boudah, Goodwin, Raskind, and Swanson (2004) provide examples of such intended benefits, including the identification of fewer students, those with “true” LD, creating a reduction in special education enrollment and cost. Furthermore, RTI could generate specific data regarding a student's learning difficulties, allowing for the creation of highly specialized Individualized Educational Programs (IEPs) for those who enter special education (NJCLD, 2005).…”

“…Others advocate even greater prudence, noting further research is necessary before RTI can be implemented as an identification technique with any degree of fidelity or validity (e.g., Fuchs & Fuchs, 2006; NJCLD, 2005). Particular areas of focus for future research include creating a common language for defining at–risk status and non–responsiveness, as well as valid measures for categorization (e.g., Fuchs, 2003; Gersten & Dimino, 2006; McMaster et al, 2005), conducting cost analyses (e.g., Gresham, 2001), exploring RTI applications to higher grades or academic areas outside of reading (e.g., King–Sears et al, 2004; Mellard, Byrd, et al, 2004), and delineating procedures for ensuring intervention fidelity and consistency of identification practices across schools, districts, and states (e.g., Mastropieri & Scruggs, 2005). An additional area of concern is teacher quality, for lack of responsiveness is not independent of a teacher's performance (e.g., Gerber, 2005).…”