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ERIC Number: ED543737
Record Type: Non-Journal
Publication Date: 2007
Pages: 26
Abstractor: ERIC
Reference Count: 28
SLD Identification Overview General Information and Tools to Get Started. Winter 2007
National Research Center on Learning Disabilities
Although the 2004 reauthorization of the Individuals with Disabilities Education Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront, calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The U.S. Department of Education's Office of Special Education Programs (OSEP) has actively addressed both the scientific aspects and broader political nature of SLD identification through its efforts to advance understanding of SLD issues. Collectively, the OSEP activities described below are known as the SLD Initiative. In May 1999, OSEP co-sponsored a national summit, "Keys to Successful Learning," which raised awareness of research-based SLD practices. After this summit, in early 2000, OSEP convened a learning disabilities initiative workgroup comprising 18 individuals with varying perspectives on SLD (i.e., parents, state and local practitioners, researchers, and policy representatives) to develop an aggressive agenda of activities focused specifically on SLD, including: (1) commissioning white papers to address nine aspects of SLD; (2) convening an SLD conference; (3) facilitating roundtable discussions with key stakeholders; and (4) disseminating proceedings. As a result of the workgroup's recommendations, OSEP commissioned nine white papers and 36 response papers (i.e., three research respondents with diverse perspectives and one practitioner respondent for each paper). Once released, these papers provided the substance for a by-invitation-only SLD summit, "Building a Foundation for the Future," held in August 2001, in which 250 key stakeholders (i.e., parents, administrators, teachers, higher education faculty, researchers, professional organization members, and policy makers) began a discussion about using current SLD research findings (Bradley, Danielson, & Hallahan, 2002). In October 2001, OSEP brought together representatives of the National Joint Committee on Learning Disabilities to find common ground around the issues identified in the white papers and summit presentations. This group of representatives concentrated its efforts on four primary areas: identification, eligibility, interventions, and professional development. In November 2001, OSEP hosted an SLD researcher roundtable discussion of a select number of previous workgroup participants to ensure that the information gathered from the white papers and summit discussion represented the most up-to-date SLD research available. This paper summarizes the researcher roundtable's findings.
National Research Center on Learning Disabilities. J.R. Pearson Hall, 1122 West Campus Road Room 517, Lawrence, KS 66045-3101. Tel: 785-864-4780; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act