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National Joint Committee on Learning Disabilities (NJCLD) Fact Sheet
(PDF version)
PURPOSES: The major purposes of the NJCLD are:
1. To facilitate communication and cooperation among the member organizations.
2. To provide an interdisciplinary forum for the review of issues for educational and governmental agencies, and act as a resource committee for those agencies and other interested groups.
3. To provide a response to national issues in the area of learning disabilities when and as the need arises.
4. To seek agreement on major issues/problems pertinent to the area of learning disabilities.
5. To prepare and disseminate statements to various publics so as to clarify issues in the area of learning disabilities.
6. To identify research and service delivery needs in learning disabilities.
MEETINGS: The NJCLD meets twice a year to consider and discuss contemporary issues
in learning disabilities, and to develop and disseminate reports and statements related to these issues.
FUNDING: The NJCLD is supported by contributions from the eleven member organizations.
MEMBERSHIP: The NJCLD is a national committee representing organizations concerned about
individuals with learning disabilities. The member organizations are:
NJCLD Publications (PDF FIles)
The Documentation Disconnect for Students with Learning Disabilities: Improving Access to Postsecondary Disability Services (2007)
Transition to School and Work: A Blueprint for Your Child's Success After High School (Updated 2007 version)
Learning Disabilities and Young Children: Identification and Intervention (October 2006)
Responsiveness to Intervention and Learning Disabilities (2005)
NJCLD Publications from 1981 to 2001 are available in the second edition of "Collective Perspectives on Issues Affecting Learning Disabilities: Position Papers and Statements." (2001). Austin, TX: Pro-Ed.
NJCLD Position Statements and White Papers Currently in Development
Literacy for Students with Learning Disabilities in Grades 4 and Beyond
The purpose of this paper is to advocate for effective instruction of students with learning disabilities in the 4th grade and above who struggle with the acquisition of literacy skills. Over the last decade, the emphasis has been on the early acquisition of literacy skills in the primary grades. Literacy development in older children and adolescents is equally important. These students must be accurately defined and receive explicit instruction in basic reading and writing skills as well as the application of these skills at increasing levels of complexity.
Validating Learning Disabilities: Conceptual Issues, Challenges, and Implications
A number of forces have converged in recent years to call into question the validity of the LD construct. The purposes of this paper are to: (a) identify these forces and the resulting contentions that have been voiced regarding the five core elements of the construct of LD (unexpected underachievement, intrinsic processing disorders, relevance of IQ, intra-individual differences, and exclusionary criteria); (b) discuss the essential shared understandings we hold regarding the nature of disability and the nature of learning, because these understandings have a direct bearing on how we define the construct of LD and how we operationalized that definition for purposes of assessment, evaluation, identification, placement, and service; and (c) propose recommendations for practitioners, researchers, and policymakers about how to deal with the contentions that exist.
Contact info for NJCLD:
Stan Dublinske, EdD, CAE
Senior Advisor for Planning
American Speech-Language-Hearing Association
2200 Research Blvd, #225
Rockville, MD 20850
ofc: 301-296-5707
fax: 301-296-8571
email:
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