Let’s Talk About… Specific Learning Disability Eligibility (SLD)

Specific Learning Disability (SLD) is the big one!

The National Center for Educational Statistics (2021-2022 school year) found that 32 percent of students served under IDEA are eligible in the Specific Learning Disability (SLD) category. The next closest is Speech/Language impairment, which accounts for 19% of students served with an IEP or 504. 

IDEA defines SLD in 34 C.F.R § 300.8(c)(10). The definition says, “Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” The student with a specific learning disability has one or more severe academic deficiencies and does not achieve as expected to meet State-approved grade-level standards. The deficiencies must relate to a pervasive processing deficit and the student’s response to scientific, research-based interventions. The nature of the deficits is such that classroom performance is not correctable without specialized techniques that are fundamentally different from those provided by general education teachers, basic remedial/tutorial approaches, or other compensatory programs. 

There are exclusionary factors as well. The student’s need for academic support alone is insufficient for SLD eligibility. The determinate factor for SLD eligibility cannot be (1) a lack of appropriate instruction in reading, math, or writing, (2) limited English proficiency, (3) a visual, hearing, or motor disability, (4) intellectual disabilities, (5) emotional disturbances, (6) cultural factors, (7) environmental or economic disadvantaged, or atypical educational history. 

How is a SLD eligibility determined? 

There must be multiple sources of evidence.  Data is examined, including at least two current assessments indicating performance does not meet expectations for State-approved grade-level standards; information from the classroom teacher regarding the student’s academic performance and behavior; and the student’s response to specially designed instruction (scientifically, research, or evidence-based interventions). The student who is eligible for SLD has a primary deficit in basic psychological processes (attending, discrimination/perception, organization, short-term memory, long-term memory, conceptualization/reasoning, executive functioning, processing speed, and phonological deficits), underachievement in one or more areas, and a lack of response to instructional interventions. The processing deficits must be relevant to the student’s academic underachievement. Also, the progress monitoring must show that the student is not making the expected progress with the additional interventions. The eligibility team makes the SLD determination. This team must include the student’s parents, the student’s classroom teacher, a highly qualified certified special education teacher, and at least one professional qualified to conduct diagnostic assessments (school psychologist, reading teacher, educational therapist, etc.) 

A learning disability means the brain processes information differently than what is typical. “Processing” information refers to how the brain takes in information, uses that information, stores the information in memory, retrieves the information from memory, and expresses the information. Students with SLD struggle in general education because their brains have different ways of processing certain kinds of information. 

Think of it this way: the neurotypical brain drives from point A to point B on a straight road. A brain that has processing difficulties drives and encounters road construction. They have to take a detour, which takes longer and goes a different route, but they will still end up at point B.  

Different kinds of information travel through different parts of the brain. That’s why some information is learned quickly and easily, while others are difficult. There is typically a severe discrepancy between the child’s potential (as determined by their IQ) and their academic achievement (performance in school). There may be issues with visual processing, auditory processing, processing speed, and difficulties in learning. Dyslexia, dysgraphia, dyscalculia, and dyspraxia are severe learning difficulties. Reading poses the most difficult for most children with learning disabilities. 

Some characteristics of a person with a learning disability are:

• Having trouble learning the alphabet or connecting letters to their sounds

• Making many mistakes when reading aloud

• Not understanding what they read

• Difficulty with spelling

• Confusing math symbols and misreading numbers

• Messy handwriting or holding a pencil awkwardly

• Struggling to express ideas in writing

• Memory problems

• Limited vocabulary

• Difficulty following the social rules of conversation (taking turns, standing too close, etc.)

• Difficulty hearing slight differences between words

• Having trouble following directions

• Difficulty retelling a story in order

• Mispronouncing words or using a wrong word that sounds similar

• Having difficulty organizing what they want to say or not being able to think of the word

Successfully teaching a student with a learning disability requires specific teaching strategies and specially designed instruction. It is crucial students with learning disabilities are identified, made eligible, and placed with a certified teacher who has expertise in learning disorders.