Disabilities Education Act; Reauthorization Legislation

This document addresses issues in the identification of children with specific learning disability (SLD) in the context of reauthorization of the Individuals with Disabilities Education Act (IDEA). It first reviews current requirements in federal law, noting discrepancies in the regulations, then discusses several SLD identification approaches and how they have been used, current state practices in SLD identification, and alternative approaches that are being proposed. SLD identification practices include: (1) mathematical approaches (such as expectancy formulas); (2) measurement of intrinsic processing; (3) use of clinical judgment; and (4) response to intervention and problem solving. Review of current state practices in SLD identification notes that states vary in the procedures used to determine the existence of a discrepancy between achievement and ability. Proposals for change are summarized from two government sponsored groups and three national educational associations as well as the President's Commissio