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.
Identifier
10.1177/1053451215577475
Publisher
SAGE Publications
Repository Citation
Jones, B.A., Smith, H.H., Hensley-Maloney, L., & Gansle, K.A. (2015). Applying response to intervention to identify learning disabilities in students with visual impairments. Intervention in School and Clinic, 51(1), 28-36. doi: 10.1177/1053451215577475
Publication Information
Intervention in School and Clinic