TITLE

STATE SLD IDENTIFICATION POLICIES AND PRACTICES

AUTHOR(S)
Reschly, Daniel J.; Hosp, John L.
PUB. DATE
October 2004
SOURCE
Learning Disability Quarterly;Fall2004, Vol. 27 Issue 4, p197
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Specific learning disabilities (SLD) conceptual defini-tions 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 clas-sification 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 preva-lence, conceptual definitions, and classification criteria. SLO diag-nostic decisions depend heavily on SEA classification criteria, producing potential changes in the eligibility of children for special education depending on their state of residence. Dissatis-faction with current SLD criteria is discussed along with likely future trends.
ACCESSION #
15161395

 

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