Richard Henderson and Alison Lowenthal Sponsored by: Idaho State Department of Education Division of Student Achievement and School Improvement Division of Special Education. Specific Learning Disability Criteria and Resources.
Sponsored by: Idaho State Department of Education
Division of Student Achievement and School Improvement
Division of Special EducationSpecific Learning Disability Criteriaand Resources
To provide participants the history of SLD in Idaho.
To explain why Idaho has changed their criteria.
To discuss the eligibility and evaluation criteria and the procedures.
To review the Idaho Toolkit.
To review SLD Secondary Resources.
Debates continue to be part of the learning disabilities history.
Most evident is the debate between the concepts of learning and it’s relationship to cognitive ability or intelligence.
Due to this debate, some practitioners rely solely on IQ testing with a few other parts of the whole.
With IDEA 2004, there were changes toward a system that moved from the concept of discrepancy only to a shift to an RTI framework.
Specific Learning Disability (SLD) means a disorder in one or more of the basic psychological processesinvolved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations,including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific Learning Disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of cognitive impairment, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Aligns with the federal definition.
Is consistent with evidence demonstrating that students can have impairments in very specific areas.
Allows for evaluation and interventionplanning to be more closely aligned to address the particular needs of the student.
Heterogeneity of SLD—meaning different student profiles can be viewed across school, district, state, and nation.
Current research evidence is not sufficient to recommend hard cut scores.
Rationale for the blended model in Idaho.
RTI only model
Patterns of Strengths and Weaknesses
Blended model ***
Idaho has chosen to use the blended model to support using a comprehensive approach to identification.
The blended model represents the most comprehensive approach, addressing the shortcomings in RTI only (which is lack of explanatory info) and patterns (which is lack of ecological assessment and continuity of how the disability manifests in the natural/educational environment).
With both camps debating the IQ (discrepancy) method vs. the RTI method, both groups have moved to the middle of the debate.
There is a need to use an integrated framework to be consistent with what the expectations for implementing the new SLD criteria in Idaho.
Step 1: Parent notification and involvement
Step 2: Evaluation must address the eligibility criteria discussed in previous slides
4 Parts to the Evaluation:
Evidence of insufficient progress in response to effective, evidence based instruction and intervention
Evidence of low achievement in one or more of the suspected area(s).
Evidence of a pattern of strengths and weaknesses in psychological processing skills that impact learning.
The team must determine that the student’s learning difficulty is not primarily the result of other factors.
For a student in Graduating Classes of 2010, 2011, 2012, and 2013 that has already been identified Learning Disabled,
Provides resources for…
Supports the SLD Action Plan
The Idaho Clearinghouse has developed a learning community called “Specific Learning Disabilities” dedicated to SLD information and events. Please check the website in upcoming months for updates.
Idaho State Department of Education
the pdf document )
IDEA Partnership’s RTI Collection: www.ideapartnership.org
National Association of School Psychologists: www.nasponline.org
National Association of State Directors of Special Education: www.nasdse.org
National Center for Learning Disabilities: www.ncld.org
National Center on Culturally Responsive Systems: www.nccrest.org
National Center on Student Progress Monitoring: www.studentprogress.org
National Center on Response to Intervention: www.rti4success.org
National Joint Committee on Learning Disabilities: www.ldonline.org/njcld
National Research Center on Learning Disabilities: www.nrcld.org
Office of Special Education Programs, IDEA 2004 Building the Legacy: http://idea.ed.gov/
RTI Action Network: www.rtinetwork.org
Gina Hopper, Carol Carnahan,
Associate Director Statewide Consultant
208.426.4363 208.426.3257Statewide Special Education Technical Assistance (SESTA)