SLD Eligibility - Policy and Practice Reccomendations
The National Center for Learning Disabilities, in collaboration with NASP and other major special education groups, developed Principles for SLD Eligibility: Practice & Policy Considerations for States and School Districts. This network of national organizations recognizes the need to tackle persistent challenges related to eligibility for special education and identifying students with SLD. The resources in this 3-part series highlight policy and practice considerations that can support improved practices in SLD identification and address the following topics:
- A Comprehensive Evaluation for a Child Suspected to Have SLD
- Selective Use of Data on Cognitive Assessments Within an Evaluation
- Effective Use of Instructional Response Data in an Evaluation
NASP supports the use of a multidisciplinary team to develop and implement research-based interventions to address student needs, and in some cases, conduct an evaluation to determine special education eligibility. NASP does not endorse a specific method of SLD identification. However, we acknowledge that many districts struggle with common challenges as they seek to identify and provide specialized instruction to students with SLD. There is room for improvement in the identification process—no matter which approach a district is using.
While each state has its own process for determining eligibility for special education under the SLD category, it is imperative that states and districts continue to examine their practices and policies in an effort to eliminate inconsistency, decrease frustration, improve collaboration, and better serve students. States and districts play important roles in setting up the infrastructure necessary for high-quality identification and intervention practices.
Principles for SLD Eligibility: Practice & Policy Considerations for States and School Districts