Introduction: This study examined the interstate variability in eligibility criteria for the disability category of deafblindness. Methods: We systematically reviewed and coded information related to the location of state data, the use of federal language in state definitions, additional eligibility criteria (i.e., disability eligibility…

Cerebral or cortical visual impairment (CVI) is not the unknown condition it was 50 years ago. Although research had been conducted and papers published, it was not until the 1980s that it really became an issue of concern and much debate for educators. This interest was primarily sparked by the increasing numbers of children who had been…

To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This…

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…

For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during…

To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This…

Specific learning disability (SLD) identification and eligibility practices are evolving and sometimes contentious. This article describes the historical context and current status of the SLD definition, legislation, regulation, and case law related to the identification of students eligible for special education services. The first part traces…

While special education law has been amended several times since the statutory definition of a Specific Learning Disability (SLD) was created in 1968, there continues to be ambiguity within the field regarding the definition as well as the diagnostic criteria. This inevitably leads to a lack of consistency in diagnosis within states and among…

Many practitioners and state education agency staff would likely agree that the accuracy and consistency of specific learning disability (SLD) eligibility decisions is in need of improvement. One component of the SLD definition particularly controversial in the identification procedures is the evaluation of cognitive processes, primarily due to a…

Based on approximately 1,600 referrals of disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used. The most discriminating formula, which included Wechsler Intelligence Scale for Children, Wide Range Achievement Test and grade level variables, resulted in moderate coefficients. (Author/CL)

Problems serving handicapped migrant students in New York are addressed, and possible solutions considered. Among problems are lack of training in identification and referral, confusing definitions and criteria, and inability to use the Migrant Student Record Transfer System effectively. (CL)

State guidelines for 1981/82 and 1985/86 were compared to identify trends in definitions and methods used to diagnose learning disabilities (LD). The later guidelines tended to delineate specific achievement discrepancy criteria. However, major components of LD definitions were not altered and IQ cutoffs were not implemented. (Author/DB)

Results of a survey of state departments of public instruction regarding criteria for diagnosis of mental reardation within public schools are reported. States varied widely in their definitions and procedures. Many states deviated from AAMD (American Association on Mental Deficiency) guidelines even though AAMD guidelines are included in federal…

This digest analyzes the definitions of disability in the Individuals with Disabilities Education Act (IDEA). It notes that, in order to be eligible for special education services under the act, the child must meet two criteria: (1) he/she must have one or more of the specific disabilities listed in the act, and (2)he/she must require special…

A survey of 218 learning disabilities experts found only 30 percent believed IQ-reading achievement discrepancy should be a marker of reading disability. Over two thirds selected three markers: reading achievement, phonemic awareness, and treatment validity. Over 75 percent believed exclusion criteria should remain part of the definition with…