In compliance with federal codes and regulations, state statutes and state education agency (SEA) regulations and guidance support local education agencies (LEAs) in developing policies and practices for determining eligibility for special education because of the existence of a specific learning disability (SLD). Since its inception as a federal disability category, educational equity for students with SLD has been impacted by the definition of SLD, accurate identification, and racial disproportionality. This study examines the extent to which state statutes and SEA regulations and guidance from ten states to understand the extent to which they pose barriers and/or promote educational equity for individuals with SLD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]