References in periodicals archive ?
The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities (LD) represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice.
Several models of RTI exist, but all approaches share the core concepts that all students receive research-based instruction in general education, are screened for academic problems for which they need additional support, and are continuously screened with resulting data used to inform instruction (Howell, Patton, & Deiotte, 2008; NJCLD, 2005).
While all students may benefit from evidence-based instruction, this has particular bearing on students who are evaluated for a disability because poor instruction must be ruled out before a student can be identified for special education services (NJCLD, 2005; NSDSE, 2005).
These options may be combined and should be seen as flexible, depending on changing student needs (ASHA, 1996; NJCLD, 1991).
Unlike the NACHC definition, the NJCLD definition recognizes LDs as a lifelong phenomenon; therefore as present in adults.
As one of the indirect but noteworthy reasons for low achievement in reading, motivation to read is an important key for all students with and without LD to be successful in school (Morgan & Sideridis, 2006; NJCLD, 2008; Sideridis, Mouzaki, Simos, & Protopapas, 2006; Sideridis & Scanlon, 2006; Strommen & Mates, 2004).
The NJCLD (1994) stated that postsecondary transitions can be greatly affected by student participation in transition planning activities.
Office of Education (USOE, 1977), (b) National Joint Committee on Learning Disabilities (NJCLD, 1981, 1990), (c) Association for Children with Learning Disabilities (ACLD, 1986), or (d) Interagency Committee on Learning Disabilities (ICLD, 1987).
The National Joint Committee on Learning Disabilities (NJCLD) (1) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities.
This consensus was perhaps best expressed by the National Joint Committee for Learning Disabilities (NJCLD) which defined the term learning disability as follows:
Illustrating this point, current introductory-level college textbooks typically provide both the 1977 federal definition of SLD contained in the reauthorized Individuals with Disabilities Education Act (IDEA) of 2004 and various alternative definitions proffered by professional organizations, such as the 1989 proposal by the National Joint Commission on Learning Disabilities (NJCLD) and that of the Learning Disabilities Association of America (LDA) in 1986 (contained in Hallahan, Kauffman, & Pullen, 2009, and Hallahan, Lloyd, Kauffman, Weiss, & Martinez, 2005, respectively).
For example, the National Joint Committee on Learning Disabilities (NJCLD), a multidisciplinary group of organizations concerned about SLD, raised five specific points of contention with the federal definition.
Acronyms browser ?
Full browser ?