Identifying students who have SLD and are eligible for special education under the Individuals with Disabilities Education Act (IDEA) can be a complicated process. On this website, you’ll find resources and information to help you navigate that process and improve policies and practices—whether for your own child or for those you serve.
8 Principles to Guide the Evaluation Process
Working together, 11 national organizations developed Eligibility for Special Education Under a Specific Learning Disability Classification. This resource lays out the critical elements of a quality evaluation process when SLD is suspected. Using these principles, you can compare your current practices and determine areas that might need improvement.
Additional resources from these partners will be published in the coming months. Sign up for emails from NCLD and be the first to know when they’re published!
Additional Partner Resources
The content in the following resources is solely the responsibility and product of their authors or issuing organizations and does not necessarily represent the official views of the any of the partner organizations. Unlike the Joint Principles, these resources cannot be assumed to have the endorsement of all partner organizations.
NCLD White paper: Evaluation for Specific Learning Disabilities: Allowable Methods of Identification & Their ImplicationsMeghan Whittaker (NCLD) and Matthew Burns, Ph.D. (University of Missouri)
This paper aims to provide parents, educators, and school professionals, and policymakers with a common language and shared understanding of terms related to data-based problem solving approaches to improve practice and better serve all students.Meghan Whittaker (NCLD) and Samuel Ortiz, Ph.D. (St. John’s University)
This paper explores of the exclusionary criteria that exist in federal law to ensure that schools consider the primary cause of learning challenges before a child may be determined to be eligible for special education due to a specific learning disability. It also describes the implementation challenges facing the field related to these factors.Meghan Whittaker (NCLD) and George Batsche, Ed.D. (University of South Florida)
This paper examines the history of the federally permissible methods to determine eligibility for special education due to a specific learning disability. It describes advantages, challenges, and research related to the evaluation frameworks and highlights selected state practices to demonstrate the variability in eligibility methods across the country.
Texas Center for Learning Disabilities: The Identification of Specific Learning Disabilities: A Summary of Research on Best PracticesTexas Center for Learning Disabilities. Jack Fletcher, Ph.D. (University of Houston) and Jeremy Miciak, Ph.D. (University of Houston)
This report reviews research on the identification of SLD and best practices for SLD identification.National Association of School Psychologists
This resource is a statement of general agreement to guide the identification of students with specific learning disabilities.Learning Disabilities Association of America
LDA articulates its core principles for the construct of a learning disability.Learning Disabilities Association of America
LDA articulates its core principles for the evaluation and identification of learning disabilities.American Speech-Language-Hearing Association
This resource offers information on prevalence, intervention, assessment, and service delivery considerations for individuals with written language disorders.American Speech-Language-Hearing Association
This resource offers information on prevalence, intervention, assessment, and service delivery considerations for individuals with spoken language disorders.
National Joint Committee on Learning Disabilities This resource contains resources that are published in association with the National Joint Committee on Learning Disabilities.
Tell Congress: Pass the RISE Act
We need your help! Ask your member of Congress to support students with learning and attention issues.
Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.