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More colleges and universities are welcoming LD students by providing more responsive and better organized support services.

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Some intensive instruction can be more difficult to deliver exclusively in general education classrooms.

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65% of LD students spend over 80% in general education settings. Over 90% spend over 40% in inclusive settings.

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Attending preschool is credited for a 38% decline in the learning disabilities identification rate.

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Provide additional instruction to all children who show signs of not acquiring basic skills in reading, language arts, and mathematics on time. (Even before they might qualify for special education services.)

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*** The purpose of CBM is to identify struggling students as early as possible. ***

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1. Graphic Organizers can help students visualize relationships.

2. Mnemonics can help focus core information.
(Remember: Use tools as designed and for a specific purpose. Continually measure their effectiveness.)

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Curriculum-based Measurement is used continually by students who are not performing well on universal screening and ensures they are provided with more intensive instruction.

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LD students may expect to fail. If this occurs, they become too dependent on others and typically give up easily.

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NO SINGLE TREATMENT, EXPLANATION, OR ACCOMMODATION IS UNIFORMLY EFFECTIVE.

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LD most often impacts all aspects of learning, social skills, and organization.

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1. Unexpected Underachievement.     Students performance is significantly below what would be predicted from their talents and potential.
2. Resistance to Intervention. Students do not profit from the instruction typically used in general education classes.
3. Poor Social Skills.
This can lead to lack of self-confidence, difficulty in sustaining friendships, and loneliness.

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A learning disability (LD) is not always readily visible. They are often difficult to recognize or understand.

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Students who need even more help after 2 tiers of special group instruction are referred for LD determination.