Available research indicates a high level of error and lack of evidence associated with historical cognitive discrepancy methods of SLD identification. From the perspective of prevention and timely intervention, the NC adopted instructional model is best supported by existing research and establishes consistency in defining, evaluating and identifying students with learning disabilities.
This self-paced course is designed for ALL educators to gain an understanding of how learning disabilities are best defined so that they may apply equitable and effective practices in the evaluation and identification of specific learning disabilities through an instructional approach.
The course is accessible through the North Carolina Educator Effectiveness System (NCEES). Click on the image below or THIS LINK for additional details and access to the course.