• LD Summit Table of Contents

Specific Learning Disabilities: Building Consensus for Identification and Classification

Learning Disabilities Summit: Building a Foundation for the Future White Papers

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FUTURE ISSUES FOR REAUTHORIZATION AND IMPROVED IMPLEMENTATION

The researchers reflected on the issues under discussion and formulated a set of issues for the larger education community to consider during the reauthorization of IDEA and in the continued efforts to improve not only identification but also results for children with SLD. Effective and efficient implementation of future changes to IDEA will require a comprehensive evidence-based discussion of the following issues:

  1. Consider making identification procedures less complex while placing more emphasis on assessing student achievement. Focus on treatment validity and accountability for student learning rather than process compliance.
  2. School districts should evaluate special education programs using student outcomes. Schools should focus on monitoring a child's progress over time.
  3. If discrepancy is eliminated as a requirement for SLD, the alternative process needs to be efficient and based on the best we know, while protecting the rights of children and parents to access needed services.
  4. Build accountability into the regulations. It is imperative to have data to document what has been done to improve a child's performance.
  5. Implementation of research-based practices regarding instruction, assessments, and interventions must be more rigorous.
  6. Provide guidelines to districts on instructional practice. Provide information about what we know about effective and ineffective practices.
  7. Redefine the types of SLD: Combine reading comprehension and basic reading skills into the category of Reading (e.g., fluency, accuracy, and comprehension). Combine math calculation and mathematical reasoning into Mathematics (e.g., calculation and problem solving). Maintain Written Expression (e.g., composition and spelling) and Listening Comprehension, but eliminate Oral Expression.
  8. Exclusion factors should be stated as follows: "SLD is not due primarily to mental retardation, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits."

CONCLUSION

The original goal for the Learning Disabilities Initiative was to synthesize the current research on identification and make that information available to educators, parents, and policy makers to serve as a foundation for future discussions and decision making regarding the identification of children with learning disabilities. The work of this group of researchers was intended to follow up on the work of the LD Summit by focusing on areas of consensus and disagreement related to the identification and classification of children with SLD and summarizing the work of the OSEP LD Initiative. The researchers agreed that the current process for identification and classification requires substantial review by policy makers, parents, researchers, and practitioners. In addition, they concluded that the regular and special education communities, working in concert, must address issues related to providing a high-quality education for all children, including addressing the needs of those with SLD.

OSEP is committed to continue working on improving the identification of children with learning disabilities. As part of its commitment, OSEP recently funded the National Research Center on Learning Disabilities. This Center will conduct some of the research needed to continue to improve special education services for children with learning disabilities and will work to bring the best of what we know, including the research represented in this volume, to teachers, administrators, families, and policy makers. The successful transfer of research to practice is the critical link to ensure that children with learning disabilities are being appropriately identified and served.

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