Applying Response to Intervention to Identify Learning Disabilities in Students With Visual Impairments

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can...

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Bibliographic Details
Published in:Intervention in school and clinic 2015-09, Vol.51 (1), p.28-36
Main Authors: Jones, Beth A., Smith, Heather Haynes, Hensley-Maloney, Lauren, Gansle, Kristin A.
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
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Clinical Diagnosis
Comorbidity
Disability Identification
Intervention
Learning Disabilities
Progress Monitoring
Response to Intervention
School districts
Screening Tests
Student Evaluation
Visual impairment
Visual Impairments
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Summary:When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451215577475