Learning Disabilities are divided into two volumes: Volume 24, Identification, Assessment and Instruction of Students with LD, and Volume 25, Practice Concerns and Students with LD. Since the beginning of the field of learning disabilities (LD), professionals have argued and debated about what society accepts as normal learning patterns of children and youth in school environments. This situation has led to many approaches concerned with the identification, assessment, instruction, and clinical practices applied to students with LD. Unfortunately, some of these approaches were unwarranted, inappropriate, misguided, misinterpreted, over generalized, unneeded, and lacking in fidelity of treatment. In addition, some of the approaches did not take into consideration how treatment and instruction need to be modified as classrooms and school environments change regarding students with LD. Positively, special education LD professionals have gravitated toward the utilization of scientific and research-based analysis to evaluate past and current approaches. Such an approach produces greater fidelity of treatment as the LD knowledge base evolves. This is the emphasis that is used by chapter authors as they analyze and discern current perspectives and issues in identification, assessment, instruction, and practice of working with children and youth with LD.
Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (2013), "Preface", Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (Ed.) Learning Disabilities: Identification, Assessment, and Instruction of Students with LD (Advances in Special Education, Vol. 24), Emerald Group Publishing Limited, Bingley, pp. ix-x. https://doi.org/10.1108/S0270-4013(2013)0000024003Download as .RIS
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