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Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

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Learning Disabilities: A Multidisciplinary Journal, 2012

The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

Descriptors: Scientific Research, Learning Disabilities, Accountability, Research and Development

Using Treatment Integrity in the Classroom to Bring Research and Practice Together

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De Fazio, Carina M.; Fain, A. Christi; Duchaine, Ellen L. – Beyond Behavior, 2011

Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…

Descriptors: Evidence, Intervention, Federal Legislation, Disabilities

Benefits of Teacher Collaboration across Varying Stages of the Research Process

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Lang, Russell; Page, Sue – Intervention in School and Clinic, 2011

Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…

Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration