Procedural Addendum A“Specific Learning Disability” The term Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, and that adversely affects a child’s educational performance. Such term includes conditions such as perceptual disabilities (e.g., visual processing), brain injury that is not caused by an external physical force, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific Learning Disability does not include a learning problem that is primarily the result of Visual Impairment, Hearing Impairment, Orthopedic Impairment; Mental Retardation; Emotional Disturbance; limited English proficiency; environmental or cultural disadvantage.
Procedural Addendum B
EvaluationThe characteristics as identified in the Specific Learning Disabilities Definition are present.
- Evaluation for Specific Learning Disabilities shall meet the following nine standards:
- evidence that underachievement in a child was not due to a lack of appropriate (the child’s State approved grade level standards) scientifically validated instruction (instruction that has been researched using rigorous, well designed, objective, systematic, and peer reviewed studies) in reading and math;
- evidence that prior to, or as a part of, the referral process, the child was provided appropriate instruction in general education settings;
- evidence that instruction was delivered by appropriately trained personnel;
- data based documentation of repeated formal assessment of student progress during instruction (progress monitoring data) that has been collected and recorded frequently (a minimum of one data point per week in each area of academic concern);
- evidence that progress monitoring data was provided to the child’s parents at a minimum of once every four and one-half (4.5) weeks;
- evidence that, when provided scientifically validated instruction and appropriate interventions and learning experiences, the child did not achieve at a proficiency level or rate consistent with State approved grade level standards or with the child’s age, in one or more of the following areas;
- oral expression,
- listening comprehension,
- written expression,
- basic reading skills,
- reading fluency skills,
- reading comprehension,
- mathematics calculation, and
- mathematics problem solving;
- evidence that the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to State approved grade level standards, the child’s age, or intellectual development that is determined to be relevant to the identification of a Specific Learning Disability (as defined in the definition of Specific Learning Disabilities); and
- evidence that the child's learning problems are not primarily due to Visual Impairment, Hearing Impairment, Orthopedic Impairment; Mental Retardation; Emotional Disturbance; limited English proficiency; environmental or cultural factors; motivational factors; or situational trauma (i.e., temporary, sudden, or recent change in the child’s life);
- A child whose characteristics meet the definition of a child having a Specific Learning Disability may be identified as a child eligible for Special Education services if:
- all the requirements of standards 2.a.(1) – 2.a. (8) have been met;
- the evidence and documentation is evaluated and results verify that the characteristics exhibited by the child meet the definition of a Specific Learning Disability; and
- documentation, including observation and/or assessment, of how Specific Learning Disabilities adversely impacts the child’s educational performance in his/her learning environment.
Evaluation and identification of students with Specific Learning Disabilities may be conducted using either a State Approved Responsiveness to Intervention (RTI) Method of Identification or the State Approved IQ/Achievement Discrepancy Method of Identification as described in Procedural Addenda A and B, respectively, of the Specific Learning Disabilities Standards.
Information shall be gathered from the following persons in the evaluation of a Specific Learning Disability:
- the parent;
- the child’s general education classroom teacher;
- a licensed special education teacher; a licensed school psychologist, licensed psychological examiner, licensed senior psychological examiner, or licensed psychologist;
- at least one person qualified to conduct an individual diagnostic evaluation (e.g., licensed special education teacher, licensed speech language teacher/pathologist or licensed remedial reading teacher/specialist); and
- other professional personnel as indicated (e.g., Optometrist or Ophthalmologist).