Webinar Archive: Specific Learning Disabilities Identification:
Where We Are and What We Know

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Conducted December 3, 2009

ABOUT THE WEBINAR: As a replacement for or supplement to the ability-achievement discrepancy, IDEA 2004 allows states to permit a process that examines whether or not a student responds to scientific, research-based interventions as part of the specific learning disability (SLD} evaluation procedure. This process is most often referred to as response to intervention (RTI), a multi-tiered model of assessment and instruction. Advocates will learn why both ability-achievement discrepancy and RTI are insufficient methods for the accurate identification of a specific learning disability (SLD).


ABOUT THE PRESENTER: Nancy Mather is a Professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in the areas of assessment, reading, writing, and learning disabilities. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and conducts workshops on assessment and instruction nationwide. Dr. Mather is a co-author of the Woodcock-Johnson III and has co-authored two books on interpretation and application of the WJ III: Woodcock-Johnson III: Reports, Recommendations, and Strategies (Mather & Jaffe, 2002) and Essentials of WJ III Tests of Achievement Assessment (Mather, Wendling, & Woodcock, 2001). In addition, she has recently co-authored the books: Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (2nd ed.) (Mather & Goldstein, 2008), Evidence-based Interventions for Students with Learning and Behavioral Challenges (Morris & Mather, 2008), Essentials of Assessment Report Writing (Lichtenberger, Mather, Kaufman, & Kaufman, 2004), and Essentials of Evidence-based Academic Interventions (Wendling & Mather, 2009).

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