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Identifying Students with Specific Learning Disabilities in a Response to Intervention Model

Recorded February 17, 2010

This webinar, presented by Dr. Jack M. Fletcher of the University of Houston, examines issues related to the identification of specific learning disabilities (SLDs) in the context of a response to intervention (RTI) model of service delivery. Consistent with current research, in any identification model SLD should be identified based on 3 primary criteria: evidence of adequate instruction, evidence of low achievement in one or more of the 8 domains of SLD in IDEA, and absence of other disabilities and conditions that explain (1) and (2). Contrasts with other proposed models are provided and methods for operationalizing the proposed model in the context of a RTI service delivery framework are provided.

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Dr. Jack M. Fletcher

Dr. Jack M. Fletcher

For the past 25 years, Dr. Fletcher, a board certified clinical neuropsychologist, has completed research on children with developmental disabilities, with a focus on the development of reading, language, and other cognitive skills. Much of his research has been supported by grants from the National Institutes of Health, including program projects on spina bifida, math, and learning disabilities. Dr. Fletcher presently serves on the NICHD National Advisory Council. He served on the Rand Reading Study Group, the National Research Council Committee on Scientific Principles in Education Research, and the President’s Commission on Excellence in Special Education. Dr. Fletcher was the recipient of the Samuel T. Orton award from the International Dyslexia Association in 2003.