Search results
The terms Specific Learning Disorder and Specific Learning Disability will be differentiated in this document as they guide intervention strategies and prognostic evaluations.
These guidelines recognize Learning Disabilities as a type of neurodevelopmental disorder, and include the assessment of academic achievement, as well as intellectual abilities and a range of cognitive processing abilities.
determining whether or not a child has a learning disability is a task about which there is little consensus at present (Commission, 2001; Gersten & Dimino, 2006; NJCLD, 2005). Consequently it is difficult to report on the best method to identify children or adolescents with learning disabilities.
Ideally, learning disabilities are identified through a two-step process: (1) initial screening to determine if a child would benefit from additional educational support and then (2) a more in-depth evaluation to determine if a child has a possible learning disability and, if so, the areas of learning that might be impacted.
For example, in the United States, the Individuals with Disabilities Education Act requires all students to sit state assessments with accommodated or alternative versions. They suggest a set of questions to determine accommodation needs: What are the student’s learning strengths and needs?
In general, States use two different methods to determine whether a student meets the eligibility criteria as a student with a specific Learning Disability under IDEA. We present a synopsis of these two options for an IEP Committee to consider.
Education Act (2004) characterizes that a SLD may result in challenges to listening, thinking, speaking, reading, writing, spelling, or doing mathematical calculations.
