The specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives.…

Background/purpose. Students with learning disabilities (SLDs), bilingual learners (BLs), and English language learners (ELLs) represent heterogeneous groups. With the rising number of SLDs and the expansion of English as a second language instruction in Saudi elementary schools, a critical challenge emerges: How can learning disabilities (LDs) be…

Dysgraphia is a specific learning disability in the area of written language that is frequently under-identified in the school setting due to inconsistent application of dysgraphia assessment. The problem addressed in this study was the inconsistency in dysgraphia assessment processes, in Texas public school systems, that contribute to an…

Due to lack of consistency among diagnosis practices of students with specific learning disabilities (SLDs) in the state of Texas, as well as other legal matters regarding diagnoses of SLD, there is a divide among eligibility criteria for students around the state. Currently, the three models that have received the most attention of SLD…

Students with specific learning disabilities (SLD) represent roughly five percent of U.S. public school students aged 3-21. Current federal policy outlines guidelines for identification of SLDs, while ultimately leaving specific procedures to the determination of state and local education agencies. Research into how the method used in…

Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, "School Psychol Quart," 30, 457-469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high-stakes nature of SLD identification necessitates extensive…

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…

Purpose: The purpose of this qualitative study was to identify and describe the assessment models school psychologists use to identify African American students with SLDs in three of the K-12 school districts in Riverside County. A second purpose of this study was to determine how school psychologists within three districts of Riverside County…

Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and…

Michael Shaughnessy, shares a conversation with Helen Dudeney, a private consultant who has been actively involved in working with gifted children since 1988. She was originally, trained and worked as an accountant and was very involved with working with children through volunteering for many years as a leader in the Scout Association. She started…

This document discusses specific learning disabilities identification (SLD ID) determination implications and considerations with distance learning and school reentry due to COVID-19.

Students with learning disabilities (LD) are a heterogeneous group of learners who exhibit below-average achievement theoretically caused by an underlying psychological processing deficit (Fletcher, Lyon, Fuchs, & Barnes, 2007). School-based identification of LD is necessary if students are to receive specialized supports and instruction…

The purpose of this study was to explore Cypriot preschool teachers' and parents' perceptions and attitudes toward the value and contribution of the developed educational assessment instrument for the early identification and intervention for students at risk to present learning disabilities. In this research study, a qualitative research was used…

Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores,…

It is estimated that ten percent of learners have some sort of learning disability; on average, this is two or three students per classroom (Butterworth and Kovas 2013). This means that, inevitably, all English language instructors will encounter students with learning disabilities in their classrooms and could encounter students with learning…