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And Miles to Go...:
State SLD Requirements
and Authoritative Recommendations

Daniel J. Reschly
Vanderbilt University

John L. Hosp
University of Utah

Catherine M. Schmied
Vanderbilt University

August 20, 2003

Author Contact: Dan Reschly
Box 328 Peabody College
Vanderbilt University
Nashville, TN 37203
dan.reschly@vanderbilt.edu

This report is available in alternate formats: | Download Word | Download pdf |

Table of Contents

And Miles to Go...: State SLD Requirements and Authoritative Recommendations

• SLD Definitions and Classification Criteria
• Historical Overview
• Questioning the Ability-Achievement Discrepancy
• Recommendations for Change in SLD Definition and Classification Criteria
  • Table 1: Consensus Conclusions: LD Summit Follow-Up (Bradley et al., 2002)
• State Education Agency SLD Definitions and Criteria
• Methodology
• Results
  • Figure 1: Distribution of State SLD Prevalence
  • Table 2: Components of State Definitions and Criteria
• Analysis of Discrepancy Determination Methods
• Summary of Trends
  • Table 3: Methods used to determine the discrepancy
• SLD Beliefs
• Further Analyses
  • Table 4: LD Beliefs

Discussion

• Current SLD Identification
• Response to Treatment
• Summary

References

This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Grant No. H324U010004). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement should be inferred. This work also was supported in part by Peabody College and the Kennedy Center (NICHD grant # P30HD15052). Gratitude is expressed to the other principal investigators in the National Research Center on Learning Disabilities (NRCLD) (Don Deshler, Don Compton, Doug Fuchs, Lynn Fuchs, and Daryl Mellard) and to the members of the National Advisory Board for comments and suggestions regarding the survey instrument used in this study, and to the state departments of education authorities who cooperated with this study despite many competing demands and increasing work loads. The views presented here are those of the authors and should not be construed as representing the views of other persons or agencies. The authors also wish to thank Annessa Staab and Maria Venereo for their assistance in data collection.