ERIC Number: ED449595
Record Type: Non-Journal
Publication Date: 2000-Oct
Reference Count: N/A
Discrepancy Approaches for Identifying Learning Disabilities. Quick Turn Around (QTA).
Schrag, Judy A.
A study reviewed recent trends, issues, and changes within the states related to the use of discrepancy formulas and other approaches for determining eligibility of students with learning disabilities (LD) for special education and related services. A survey of the 50 states and the District of Columbia found they all have a statement in their regulations that requires a severe discrepancy between ability and achievement for purposes of LD special education eligibility. The following discrepancy approaches are used: 22 states use a standard score comparison model, 26 states use a standard deviation from the test mean model, 17 states use a regression formula model, 4 states use a verbal versus performance discrepancy model, 3 states use a grade-level discrepancy approach, and 3 states use comparisons within or across academic achievement areas. Survey responses indicated continuing support for the use of a specific discrepancy formula or approach because this objectivity has increased the consistency of identification across school districts and limited the number of students incorrectly identified as having a learning disability (LD). Issues surrounding the use of LD discrepancy formulae are discussed and a chart is included that indicates LD eligibility criteria for special education in the different states. (CR)
Descriptors: Classification, Definitions, Disability Identification, Elementary Secondary Education, Eligibility, Evaluation Criteria, Learning Disabilities, National Surveys, Related Services (Special Education), Special Education, State Programs
National Association of State Directors of Special Education, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314; Tel: 703-519-3800 (Voice); Fax: 703-519-3808.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.