Publications (Learning Disabilities) « Disabilities – Learning
Publications About Learning Disabilities
- A Guidebook for Twice Exceptional Students – Supporting the Achievement of Gifted Students with Special Needs (WrightsLaw)
To assist staff, parents, and the students in understanding the identification
process and in accessing appropriate instruction.
- Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full?
The publication explains the fallacy in setting expectations based on intelligence testing including:
– IQ test scores only account for 40% to 50% of current expected achievement.
– 50% to 60% of student achievement is related to variables “beyond intelligence.”
- Learning Disabilities Advocate's Guide (National Center for Learning Disabilities)
Offers invaluable information and step-by-step guidance for both first-time and experienced advocates.
- Learning Disabilities Sourcebook
Basic consumer health information about learning disabilities, along with facts about educational issues and resources for further help and information.
- OSERS Policy Guidance on Free Appropriate Public Education IEPs Should Align with Grande-Level Academic Standards
U.S. Department of Education Office of Special Education and Rehabilitative Services issues guidance (Nov. 16, 2015) to clarify that an individualized education program (IEP) for an eligible child with a disability under the Individuals with Disabilities Education Act (IDEA) must be aligned with the State’s academic content standards for the grade in which the child is enrolled.
- Reading & Writing Disabilities: Free Information About Paired Reading, Writing, and Thinking
- Free resources from the book "Thinking Reading Writing: A Practical Guide to Paired Learning With Peers, Parents & Volunteers" by Keith Topping.
- Supporting the Identification and Achievement of the Twice-Exceptional Student (VA Dept. of Ed. – Sept. 2010)
Twice-exceptional learners, students who are both gifted and have a disability, have been described as a group of underserved and under stimulated youth. This occurs because it is difficult for educational professionals to reconcile the twice exceptional learner’s extreme strengths with their noticeable weaknesses. As a result of this inability to look beyond the giftedness or the disability to see the whole child, the needs of twice-exceptional students might be overlooked. The challenge for the school division is how to find these students and how to address their educational needs.
- Twice-Exceptional Students Gifted with Disabilities (CO Dept. of Education – 2009)
Gifted students with disabilities are at-risk because their educational and social/emotional needs often go undetected. Hidden disabilities may prevent students with advanced cognitive abilities from achieving their potential. School can become a very frustrating experience for struggling twice-exceptional students, their teachers, and parents.
- Twice-Exceptional: Students with Both Gifts and Challenges or Disabiilties (Idaho.gov – 2010)
This manual provides the awareness and technical assistance to those who are working with Twice-Exceptional students. These children truly are exceptional. Not only are they gifted, but they are also coping with learning challenges or disabilities. It is our responsibility to give these students the extra assistance they need to become successful.
- What Families Should Not Accept From Their School Districts or Early Intervenion Providers (Education Law Center)
Statements like "We don't have the money to do that" to "Just sign this blank form. We will type in the information after the meeting." While each particular situation may differ, these bullet points are intended to give you a general idea of the law.