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ERIC Number: EJ1032790
Record Type: Journal
Publication Date: 2014-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0731-9487
State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students
Scott, Amy N.; Boynton Hauerwas, Laura; Brown, Rachel D.
Learning Disability Quarterly, v37 n3 p172-185 Aug 2014
This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD, as well as state guidance documents on SLD, response to intervention, referral processes, and English Language Learners. States varied regarding the degree to which they provided legislation and/or guidance for practices of identifying SLD in CLD students. Findings were organized around four promising practices: (1) assessment, (2) personnel, (3) instruction and intervention, and (4) systemic integration of general education, special education, and English as a Second Language. Implications for policy, practice, and future research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED558163