Timely and Compelling Research for the Field of Learning Disabilities: Implications for the Future

Abstract

SYNTHESIS OF ARTICLES DISCUSSED AS PART OF THE RESEARCH SYMPOSIUM AT THE 25TH INTERNATIONAL CONFERENCE ON LEARNING DISABILITIES BY THE COUNCIL FOR LEARNING DISABILITIES, OCTOBER 11, 2003. Newly nominated must reads can be found on the Web at: www.cldinternational.org after the CLD October 2004 International Conference (click on scholarly initiatives). Authors are listed alphabetically after the first author, who consolidated the 2003 Research Symposium panelists' commentaries, and the CLD Research Committee chairperson, who organized the 2003 Research Symposium. ********** Educators attempting to keep with the most recent research readily acknowledge that there is too much to read and too little time for reading. Each fall, the Research Committee of the Council for Learning Disabilities (CLD) sponsors a Research Symposium Panel in which panelists, after reviewing recent literature pertinent to the field of learning disabilities (LD), prioritize selections of must reads for educators (see Table 1). Symposium panelists apply individualized criteria in selecting their readings, and intentionally no attempt is made to influence perspectives or parameters to ensure autonomy for each panelist's recommendations. The topics reflect today's issues as well as the need for continued emphasis on substantive and scientific work that examines learning theories and educational practices for students with LD. Moreover, exploration of the practicalities and complexities of identifying and utilizing research-based practices with students with LD is evident in this year's recommendations. Selected readings and commentary from the panelists converge around three topics currently receiving widespread attention in the field of LD: 1. Increasing the widespread implementation of research-based practices in schools, more commonly called bringing to scale or up practices. 2. Continuing to explore practices that are specialized, individualized, and responsive to the unique needs of students with different types of learning disabilities, as well as focusing beyond school-based learning to lifelong success. 3. Examining the implications of applying new identification and eligibility criteria for students with LD in applying a response to intervention (RTI) model. The first topic that emerges in the readings selected by the panelists surrounds the difficulties of scaling the use of research-based practices to ensure more widespread use in schools and classrooms. Although translating research into classroom practice is not a new notion, we are learning more about how to respond to barriers and difficulties educators face in using and adhering to key factors while implementing well-researched practices. The second topic across panelists' recommendations is the importance of continuing to focus on truly specialized instruction for students with LD. Even as the field struggles to increase the use of what we already know works in classrooms, it is crucial to continue research on techniques that have the capacity for being more responsive to the needs of students with LD. Moreover, responsiveness entails considerations for promoting academic achievement and developing resiliency toward lifelong success. The third topic woven among panelists' recommended readings is the question of how to implement an RTI model. RTI methods emphasize the use of effective instructional tools and behaviors used for all students who are not progressing as expected in the primary grades, particularly in reading. Intended benefits of RTI methods include: * Students who are at risk for school failure are availed of an RTI bridge intended to close the gap between their performance and that of their same-age peers. * All students receive effective instructional procedures in which their progress is monitored and responsive instruction occurs. …