State SLD Identification Policies and Practices

Specific learning disabilities (SLD) conceptual definitions and classification criteria were examined through a survey of state education agency (SEA) SLD contact persons in an effort to update information last published in 1996. Most prior trends continued over the last decade. Results showed that...

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Bibliographic Details
Published in:Learning disability quarterly 2004-11, Vol.27 (4), p.197-213
Main Authors: Reschly, Daniel J., Hosp, John L.
Format: Article
Language:English
Subjects:
Academic Achievement
Children
Children with disabilities
Classification
Decades
Definitions
Diagnosis
Disabilities
Disability
Disorders
Eligibility
Evaluation Criteria
Intellectual disability
Intelligence
Intelligence quotient
Learning Disabilities
Mathematics
Ocean currents
Polls & surveys
Reading Difficulties
School Districts
Special Education
State Departments of Education
Teaching Methods
Terminology
Trends
Validity
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Summary:Specific learning disabilities (SLD) conceptual definitions and classification criteria were examined through a survey of state education agency (SEA) SLD contact persons in an effort to update information last published in 1996. Most prior trends continued over the last decade. Results showed that SEA SLD classification criteria continue to be dominated by three features, severe discrepancy between intellectual ability and achievement, specified achievement areas, and exclusion factors. Significant variability between states also continues to exist in SLD prevalence, conceptual definitions, and classification criteria. SLD diagnostic decisions depend heavily on SEA classification criteria, producing potential changes in the eligibility of children for special education depending on their state of residence. Dissatisfaction with current SLD criteria is discussed along with likely future trends.
ISSN:0731-9487
2168-376X
DOI:10.2307/1593673