Response to intervention

被引：41

作者：

Bradley, R ^{[1
]}

Danielson, L ^{[1
]}

Doolittle, J ^{[1
]}

机构：

[1] Univ Oregon, Eugene, OR 97403 USA

来源：

JOURNAL OF LEARNING DISABILITIES | 2005年 / 38卷 / 06期

关键词：

D O I：

10.1177/00222194050380060201

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility.

引用

页码：485 / 486

页数：2

共 4 条

[1]

Danielson, 2002, IDENTIFICATION LEARN

[2]

Fuchs D., 2003, LEARNING DISABILITIE, V18, P157, DOI [10.1111/1540-5826.00072, DOI 10.1111/1540-5826.00072]

[3] Treatment validity as a unifying construct for identifying learning disabilities [J].

Fuchs, LS ;

Fuchs, D ;

Speece, DL .

LEARNING DISABILITY QUARTERLY, 2002, 25 (01) :33-45

[4] Response to instruction as a means of identifying students with reading/learning disabilities [J].

Vaughn, S ;

Thompson, SL ;

Hickman, P .

EXCEPTIONAL CHILDREN, 2003, 69 (04) :391-409

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