Learning Disabilities

Federal Definition

Specific learning disability was first defined under IDEA in 1975. The initial definition of SLD was as follows:

Since then, many scholars have criticized the 1975 SLD federal definition for several reasons. First, the definition does not indicate that learning disabilities can, for some individuals, occur over the life span. Second, it does not indicate that students with SLD represent a heterogeneous group of students, each with unique academic deficits and learning needs. Third, and perhaps most important, the requirement of a discrepancy between IQ and achievement has been highly debated. Furthermore, research conducted over the past 20 years has shown that the discrepancy model has weak validity and reliability for identifying students with SLD.

The Achievement-Discrepancy Model of Identification

A main premise of the discrepancy model used in the determination of SLD is that the students who evidence a discrepancy between their IQ and achievement are distinct in cognitive processing than students who are solely low achievers in reading, math, or both. However, empirical research conducted since the 1975 federal definition has shown that there are no clear or significant differences in cognitive performance between discrepant students and those who are considered to be low achieving.

The use of cognitive assessments such as IQ tests have also been criticized by many scholars as inadequate, mainly because such approaches have not proven to be reliable or equitable across ethnic groups for correctly identifying students with learning disabilities. There has been little evidence to suggest that students who demonstrate a discrepancy between IQ and achievement have different developmental prognoses than children who are simply low achieving. Additionally, scholars have argued that focusing on IQ does not provide information about specific processing deficits or educational outcomes of students. Furthermore, IQ information does not provide relevant information regarding specific educational interventions for students who are having difficulties with reading or math.

...