Handout 5.1: How Are Learning Disabilities Identified?
|
Identification Component |
Who Is Involved? |
Purpose |
Frequent Components |
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Traditional Approach (follows prereferral) |
Blank |
Blank |
Blank |
|
Criteria for Eligibility |
Blank |
Blank |
Blank |
|
A New Approach (includes prereferral): Three-Tiered Models in R T I |
Blank |
Blank |
Blank |
|
Criteria for Eligibility |
Blank |
Blank |
Blank |