Document Type

Post-Print

Publication Date

9-2015

Abstract

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI.

Document Object Identifier (DOI)

10.1177/1053451215577475

Publication Information

Intervention in School and Clinic

Included in

Education Commons

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