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And Miles to Go...:
State SLD Requirements
and Authoritative Recommendations

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(SEA SLD Definitions) | (Results)

Report Text

• Introduction
• SLD Definitions and Classification Criteria
• Historical Overview
• Questioning the Ability-Achievement Discrepancy
• Recommendations for Change in SLD Definition and Classification Criteria
• State Education Agency SLD Definitions and Criteria
• Methodology
• Results
• Analysis of Discrepancy Determination Methods
• Summary of Trends
• SLD Beliefs
• Further Analyses
• Discussion
• References

Figures and Tables

• Figure 1: Distribution of State SLD Prevalence
• Table 1: Consensus Conclusions: LD Summit Follow-Up (Bradley et al., 2002)
• Table 2: Components of State Definitions and Criteria
• Table 3: Methods used to determine the discrepancy
• Table 4: LD Beliefs

Methodology

Copies of prior surveys of SEA requirements for SLD were collected and analyzed. Items were developed that ensured replication of prior survey content so that comparable information was generated on key variables, permitting discernment of trends. Additional items were developed to gather information on the definitions and classification criteria for other high incidence disabilities (mild MR and ED) that might have an effect on SLD prevalence, e.g., lowering the IQ cutoff for MR from 80 to 70 probably pushes at least some children into SLD. SEA policies toward cross or non-categorical classification, teacher certification, and programming were also studied along with requests for information on recent changes or anticipated changes in SLD.

In addition to items allowing the replication and enhancement of the information from prior surveys, a set of 22 beliefs statements were formulated around current issues in SLD definitions, classification criteria, and interventions. A 5 point Likert scale was used where 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, and 5=strongly agree. According to independent judges, responses to 20 of the 22 items could be regarded as indicating either positive or negative sentiments to traditional and alternative conceptions of SLD. The direction of sentiment on the statements was varied so that someone with a consistent set of beliefs had to respond with both positive and negative endorsements of the items.

The survey instrument was reviewed by the principal NRCLD investigators and by the members of an NRCLD national advisory board. Revisions were made and the survey submitted for a second round of review with further changes negotiated with the reviewers. The final version was submitted for a third and final review which resulted in minor changes in wording and punctuation.

In order to minimize the demands on SEA personnel, graduate research assistants under the direction of the senior author consulted each SEA website for information that would answer as many of the survey items as possible. Once the surveys were completed to the fullest extent possible with website information, each SEA director of special education was sent a letter requesting that s/he identify the SLD consultant for the state or the person who is called upon most often to provide authoritative answers to questions about SLD issues. The survey was then distributed to those persons in May 2002. Follow-up contacts were made if information was not returned within 30 days. The senior author's phone numbers and e-mail address were provided and participants encouraged to call or send messages about questions.

Subsequent to several follow-up reminders by mail and phone, data from all states were submitted by October 2002. These data were coded for each state. The coded results for each state were then submitted to the state contact person for final review and confirmation, completed in January 2003.

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(SEA SLD Definitions) | (Results)