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ERIC Number: EJ886988
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0040-0599
The Legal Meaning of Specific Learning Disability for Special Education Eligibility
Zirkel, Perry A.
TEACHING Exceptional Children, v42 n5 p62-67 May-Jun 2010
Students with specific learning disability (SLD) continue to account for a higher proportion of all special education enrollments than any other classification under the Individuals with Disabilities Education Act (IDEA). Probably the most frequent topic in the special education literature since the 2004 amendments to IDEA has been the movement toward a response-to-intervention (RTI) approach for identifying students with SLD. According to the most recent survey of state laws, 12 states have adopted RTI as the required approach, whereas the vast majority of states permit both RTI and severe discrepancy--with approximately 20 states additionally allowing the third research-based option--thereby effectively leaving the choice to local districts. This article provides an update of the frequency, outcomes, and basis of the published hearing/review officer decisions concerning SLD eligibility since the 2006 monograph. (Contains 1 table.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; District of Columbia; New Jersey; New York; Pennsylvania
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act