56 / 190
1342.12 Companion
July 12, 2017
Page 56
Specific Learning Disability Eligibility Guide
“Specific Learning Disability” means a disorder in one or more of the basic psychological processes
involved in understanding or in using spoken or written language that may manifest itself as an
imperfect ability to listen, think, speak, read, write, spell, remember, or do mathematical calculations.
That term includes such conditions, recognizing that they may have been otherwise labeled with terms
such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia. This term does not include learning problems that are primarily the result of visual, hearing, or
motor disabilities; intellectual disability; emotional disturbance; or environmental, cultural, or economic
differences.
Required Assessments
Observation; review of existing school educational and health records; Individually administered
achievement tests in reading, math and/or written language; an individually administered assessment in
the area of processing; educational impact analysis.
The CSC must gather the necessary information to meet the eligibility criteria.
Recommended Assessments to assist the CSC to meet eligibility criteria
After review of all records, the CSC determines if there is a need to obtain additional assessments (e.g.,
medical, developmental history, cognitive, language).
Criteria
The student demonstrates significant processing deficits in the presence of comparable strengths and/or
intact abilities in other processing areas.
AND
The student does not achieve adequately for the student’s age or to meet grade-level standards
in one or more of the following areas, when provided with learning experiences and instruction
appropriate for the student’s age or grade-level standards (check all that apply):
☐
Mathematics Calculations
☐
Mathematics Problem Solving
☐
Oral Expression
☐
Reading Fluency Skills
☐
Listening Comprehension
☐
Reading Comprehension
☐
Written Expression
☐
Basic Reading Skills
AND
The student does not make sufficient progress to meet age or grade level standards through the use of
research based interventions, and/or
The student exhibits a pattern of strengths and weaknesses in educational performance, achievement or
both relative to age, grade-level standards, or intellectual development.
AND
The student’s learning problems are not primarily the result of:
a visual, hearing, or motor impairment
an intellectual disability
an emotional disability
cultural factors, an environmental or economic disadvantage, or
limited English proficiency.
AND
Due to the identified Specific Learning Disability, the student is educationally impacted and requires
specially designed instruction. The CSC will list and/or describe.