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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.          
  • 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.