Models of Identifying Students with Specific Learning Disability

The Specific Learning disability refers to a disorder where an individual develops the inability to use the primary psychological processes for understanding written or spoken language, that results in faulty inability to think, listen, speak, read, spell, write or do calculations entailing mathematics (Gersten et al, 2001). According to Gersten (2001), Specific Learning Disability is related to conditions such as dyslexia, brain injury and brain dysfunction. Many theories exist that can be used to identify people with Specific Learning Disability. However this paper reflects on Discrepancy Model, Pattern of Strength and Weakness approach model and Response to Interventions are common methods that are used by many instructors in identifying students with Specific Learning Disability. Response to Intervention Model This is a method of educational intervention designed to provide immediate support to children who are experiencing difficulties in daily classroom learning.

The other disadvantage of this model is that it lacks any formal means of cognitive evaluation built into the process (Mark, 2013). Discrepancy Model The Discrepancy Model is a model used for students, to test the difference between the student’s general intelligence such as IQ tests, and the students’ scores that they receive on an achievement test. The model is used to detect whether students have a learning disability and if any, the students get more help with certain subjects (Adams, 2014). Pros and Cons of Discrepancy Model The test used in the Discrepancy Model can be used to test the strengths and weaknesses of the students. This will help the instructors know the appropriate teaching and learning aids to use as a way of improving the weaknesses of the students.

The model helps in coming up with instructional recommendations that are directly linked to the learner’s profile of weaknesses and strengths. This model increases the effectiveness in testing by reducing unnecessary over testing in various cognitive processing areas. The only disadvantage that exists is that PSW model has the potential to clash of ideas since it involves the use of two models (Mark, 2013). Comparing and contrasting the three model used in identifying students with SLD Students with specific learning disabilities can be identified using Response-to-Intervention, Discrepancy Model, and an alternative research-based method which includes Patterns of Strengths and Weaknesses. The process of evaluating student has evolved over the years. Response-to-Intervention for instance strongly emphasizes on providing immediate assistance to students who struggle with academic content in the classroom.

Individuals who implement this model hold the view that if a child receives intense and immediate assistance, he or she will improve on his or her weaknesses (Reschly & Hosp, 2004). In contrast, the Discrepancy Model does not give students the necessary support that they need at the lower level of education but makes them struggle in order to classify them as students with disabilities. On the other hand, the two models have flaws. For instance, the Discrepancy model fails to explain whether the content taught in the classroom meet the learning needs of every student. This is because it allows integration with other different systems of identification thus giving an opportunity for colleagues with different ideology to team up and work together professionally.

The reason why it is used in conjunction with other methods in many countries is able to provide accurate data which leads to a suitable solution to the problem. The data analyses which are grounded in the technique of pattern-seeking helps the behavioural analyst narrow down the causes of the problem. This is detected the student continuously display a behaviour, time after time. Finally, using the ‘Alternative research-based method’ with integration with another model will help identify the majority of students with SLD and produce a substantial approach which will help serve the real practical needs of affected individuals. , & Baker, S. Teaching reading comprehension strategies to students with learning disabilities: A review of research.  Review of educational research, 71(2), 279-320. Adams, K.