State SLD Identification Policies and Practices

Abstract

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.