Boswell, S. (2005, March 22). The ASHA Leader.
Changes in IDEA ’04 have prompted local education agencies (LEAs) across the nation to consider new models that may reduce the number of students who need special education services or provide an alternate method of identifying students as having a specific learning disability.
While the definition of specific learning disability remains the same since IDEA was first enacted in 1975, the reauthorized law provides a welcome move away from using IQ-achievement discrepancy formulas as the sole criterion for determining whether a child has a specific learning disability. This formula-which has come under criticism from ASHA for over a decade-required schools to consider whether there is severe discrepancy between the child’s achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
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