About This Article
Students with specific learning disability (SLD) continue to account for a higher proportion of all special education enrollments than any other classification under the Individuals with Disabilities Education Act (IDEA). Probably the most frequent topic in the special education literature since the 2004 amendments to IDEA has been the movement toward a response-to-intervention (RTI) approach for identifying students with SLD. According to the most recent survey of state laws, 12 states have adopted RTI as the required approach, whereas the vast majority of states permit both RTI and severe discrepancy–with approximately 20 states additionally allowing the third research-based option–thereby effectively leaving the choice to local districts. This article provides an update of the frequency, outcomes, and basis of the published hearing/review officer decisions concerning SLD eligibility since the 2006 monograph. (Contains 1 table.)
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APA Style Citation: Zirkel, P. (2010). The legal meaning of specific learning disability for special education eligibility. Teaching Exceptional Children, 42(5), 62-67.
Author: Zirkel, Perry A.
Title: The Legal Meaning of Specific Learning Disability for Special Education Eligibility
Journal: Teaching Exceptional Children
Publisher: Council for Exceptional Children
Is this article copyrighted?
Yes. NICHCY expresses its appreciation to the Council for Exceptional Children for its generous permission to post this article on our website.