ABSTRACT
Mark Twain said, “Everyone complains about the weather but nobody does anything about it.” Learning disability (LD) identification has been like that—until now. Gresham identifies the rationale for changing the way in which students with learning disabilities are identified and proposes a viable alternative for turning that idea into responsible actions that are supported by research. Gresham’s proposal to systematically focus attention on intervention effects has far-reaching positive implications for the quality of services provided to students with disabilities at the points of identification, design of educational services, and exiting special education services. The focus on interventions affects special education as a system.
