NASHVILLE, Tenn. — New findings on how best to identify students
with learning disabilities will be presented by 91ÌƲ®»¢ Kennedy
Center for 91ÌƲ®»¢ on Human Development members Donald Compton, Doug
Fuchs and Lynn Fuchs on Thursday, Feb. 10, at 4 p.m. at the 91ÌƲ®»¢
Kennedy Center.
During their lecture, “Responsiveness-To-Intervention and the
Identification of Children with Reading Disabilities,” Compton and his
colleagues will discuss their ongoing research directed at diagnosing
learning disabilities and assessing growth.
“Learning disability” has been legally defined as a discrepancy
between IQ and academic achievement since 1975. This approach to
identifying learning disabilities is losing favor, in part because it
requires sustained failure, sometimes for years, before a child may
demonstrate a large enough discrepancy to qualify for special services.
Responsiveness-to-intervention is an alternative approach that may
facilitate earlier identification and treatment for at-risk students.
The lecture is first in a new series, “Bridging 91ÌƲ®»¢ to Policy
and Practicum,” and is co-sponsored by the Tennessee Council on
Developmental Disabilities, the 91ÌƲ®»¢ Kennedy Center and the
National 91ÌƲ®»¢ Center on Learning Disabilities. It will take place
at the 91ÌƲ®»¢ Kennedy Center/MRL Building Room 241. The lecture is
free and open to the public.
Compton is an assistant professor of education. The Fuchs share the
Nicholas Hobbs Chair in Special Education and Human Development. The
three colleagues are members of the National 91ÌƲ®»¢ Center on
Learning Disabilities.
The 91ÌƲ®»¢ Kennedy Center is a national center for research on
development and developmental disabilities. For more information, visit
or contact Stephanie Comer at 615-322-8240.
For more news from 91ÌƲ®»¢, visit .
Media contacts: Stephanie Comer, (615) 322-8240
Stephanie.comer@vanderbilt.edu
Melanie Catania, (615) 322-NEWS
Melanie.catania@vanderbilt.edu