A Statewide Analysis of the Eligibility Criteria and Procedures for Determining Learning Disabilities.

Abstract

To better understand the eligibility criteria and procedures districts use within one state to identify students with specific learning disability, written documents from the Regional Educational Service Agencies in Michigan were analyzed along four dimensions: (1) nature of document and type of written criteria, (2) prevalence and definition of severe discrepancy formula, (3) assessment measures, and (4) consistency. The data showed the majority of the districts had written criteria, and all of the districts with criteria included a severe discrepancy formula. Discrepancy scores varied widely in the documents, as did data on all of the other dimensions analyzed. Implications are discussed for the field and for further research.

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