State learning disability eligibility criteria: A comprehensive review.

Area of Science:

• Educational Psychology
• Special Education Policy

Background:

• Defining and identifying learning disabilities (LD) has been a long-standing challenge.
• Varied practices exist across states and school districts, leading to inconsistencies.

Purpose of the Study:

• To review and analyze learning disability (LD) regulations and guidelines across all 50 U.S. states and the District of Columbia.
• To identify variations in state policies regarding LD identification methods.

Main Methods:

• Two authors independently coded components of LD regulations and guidelines from all U.S. states and D.C. for 2013.
• Analysis focused on the use of ability-achievement discrepancy, response to intervention (RtI), and pattern of strengths and weaknesses (PSW) models.

Main Results:

• Significant variability exists in state policies for LD identification.
• Only 67% of states permit the ability-achievement discrepancy model; 20% prohibit it.
• 16% of states mandate response to intervention (RtI) models, with inconsistent implementation guidance.
• Half of states do not allow pattern of strengths and weaknesses (PSW) models, and those that do offer limited guidance.

Conclusions:

• State policies governing the identification of learning disabilities are highly inconsistent.
• These findings highlight the need for standardized practices and clearer guidance in LD identification.
• Results can inform school psychology practice, training, and future research in special education.