The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students with Specific Learning Disabilities

Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This National Joint Committee on Learning Disabilities (NJCLD) paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine identification and eligibility for special education as a student with a Specific Learning Disability (SLD) and implications for transition.

Click here to access the full document.

NJCLD Fall 2020 Symposium

What is the connection between early speech and language skills and literacy? Research has identified the predictors on whether a preschool child will struggle to develop the foundational skills of literacy. 

Learn about these predictors, how practitioners and early education professionals can provide intensive and early interventions that will improve student outcomes, and how educators can advocate for an integrated approach to speech, language and literacy. 

COVID-19 and Learning Disabilities

The current COVID-19 pandemic has resulted in unprecedented challenges for children and their families, schools and the entire education and human services communities. The member organizations that comprise the National Joint Committee on Learning Disabilities (NJCLD) are united in ensuring that students with learning disabilities receive the services and supports they need to succeed.

The following principles should guide decisions that impact the lives of pre-K-12 and postsecondary students with learning disabilities (LD):  

  • Legal rights should not be compromised.
  • Provision of specialized instruction and related services must continue even while schools are operating virtually. 
  • Support for educators should remain a priority.
  • Students and educators must have equitable access to online instruction.
  • Enhanced collaboration between school personnel and students’ families is essential.
  • High expectations for student achievement must be maintained.
  • Addressing the needs of students exiting high school and those transitioning to, or enrolled in, postsecondary education is essential.
  • Funding for school improvement and research must increase.

Click to download the guiding principals statement or the infographic.

NJCLD COVID-19 Resources

Check out some of our member organizations’ resources:

NJCLD Fall 2018 Symposium: How Public Policy Affects Individuals with Learning Disabilities

On Monday, October 22, 2018, the National Joint Committee on Learning Disabilities (NJCLD) is hosting the NJCLD Fall 2018 Symposium at the ASHA National Offices in Rockville, MD.

Join nationally recognized policy experts as we discuss issues impacting individuals with learning disabilities (LD) on October 22nd. Our panel includes Lou Danielson of AIR, Jeff Regan of ASHA, and Myrna Mandlawitz of LDA and CASE. Topics include: what strides have already been made in support of individuals with LD, how reducing regulations and increasing “school choice” may impact students with LD, and how current research will translate to changes.

The program starts at 8:15 a.m. with a complimentary continental breakfast! Register on eventbrite now:

This promises to be a dynamic and interesting panel. We look forward to seeing you on October 22.

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2018 Spring Symposium: Section 504/ADA and Learning Disabilities

On behalf of the National Joint Committee on Learning Disabilities (NJCLD), I invite you to us for a free Symposium on Section 504/ADA and Learning Disabilities. The Symposium will be held Monday, April 30, 2018 from 9 to 11 a.m., at the American Speech-Language and Hearing National Office, 2200 Research Boulevard, Rockville, Maryland 20850.

Founded in 1975, the NJCLD is a national committee of representatives of eleven (11) organizations committed to the education and welfare of individuals with learning disabilities.   In pursuit of its mission, the NJCLD disseminates information and resources in the area of learning disabilities. Section 504/ADA is frequently misunderstood and underappreciated as it applies to students with learning disabilities in the K-12 public school setting.   This Symposium is designed to provide current information about legal mandates and supports to professionals, parents, advocates and others concerned with access to a free public education for students with learning disabilities.

The two-hour presentation will  review the legal requirements of Section 504 of the Rehabilitation Act (504) and the Americans with Disabilities Act (ADA) as they apply to K-12 public school students and to post-secondary students.  The primary focus will be students with learning disabilities, but attendees who work with students with any disabilities will find the program informative and thought-provoking.

If you work with students with learning disabilities, advocate for students with learning disabilities, or work on policies and programs that touch on students with learning disabilities, I encourage you to join us on Monday, April 30, 2018 to learn more about Section 504/ADA and how it is not “IDEA Lite.”

We look forward to seeing you on April 30th.   Feel free to share the flyer with those whom you think would be interested. Please return the attached registration form, either electronically or by mail, by April 23rd.


Elsa Cardenas-Hagan
Chair, NJCLD

Learning Disabilities and Achieving High Quality Education Standards

The National Joint Committee on Learning Disabilities (#NJCLD) advocates for the “Implementation of High Quality Education Standards for all students, including students with learning disabilities” in our 2016 report – Learning Disabilities and Achieving High Quality Education Standards.

Educators providing instruction and/or intervention to students with LD need a deeper knowledge of learning processes, broader set of instructional strategies, and comprehensive understanding about specific students’ learning needs across learning and social environments. The necessary ingredients that contribute to successful outcomes for students with LD in meeting HQES include:

5 Critical Areas of Attention

Read the full report, the summary report, or download the infographic.