ABSTRACT
In a recent report by the U.S. Department of Education (July, 2007), 4.1% of the kindergartners in the United States received some sort of special education services. As these students moved to higher grades the percentage receiving special education services increased to 5.4% (in Grade 1), 9.4% (in Grade 3), and 11.9% (in Grade 5). Learning disabilities (LD) aff ects about 10-15% of the general population, and represents one of the most important challenges in schooling today. Th e percentages are higher for boys, small town schools, and poorer schools. If the numbers of students with LD continues to grow, and the evaluation and intervention practices remain as they are today, how are these students going to meet the standards of high-stakes testing? Are we leading these students to failure?
