How Do Public Schools Identify Learning Disabilities In Students?
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A researcher at the University of Houston has received a $1.7 million grant to study how schools in Texas and Florida identify specific learning disabilities (SLD) in elementary school students. The goal of the study is to improve identification processes so children who struggle academically can get the help they need.
Over 7 million public school students in the U.S. receive special education services. The most common disability category is SLD, accounting for about 32% of students. SLD refers to disorders involving difficulties with language processing that affect reading, writing, speaking, etc.
The researcher, Jeremy Miciak, wants to understand how schools evaluate students for SLD eligibility, especially related to reading difficulties. Proper identification is important so struggling students can receive support. Past studies suggest remedial programs for SLD students are often ineffective. The research will test hypotheses about why students most at risk aren't identified, instruction in special ed programs is ineffective, or referral/eligibility criteria aren't suitable.
The 4-year study will follow 900 at-risk 3rd and 4th graders in diverse schools. It will examine how they are evaluated for SpEd and the programs they receive.
Schools have discretion in SLD identification. The study will compare an "instructional approach" focusing on academic outcomes versus a "cognitive discrepancy method" comparing IQ to achievement. The researcher believes decisions should rely on academic achievement rather than cognitive tests like IQ. The goal is to provide a systematic understanding of how schools identify SLD to improve processes and help more struggling students succeed.
How Do Public Schools Identify Learning Disabilities In Students?
How Do Public Schools Identify Learning Disabilities In Students?
How Do Public Schools Identify Learning Disabilities In Students?
A researcher at the University of Houston has received a $1.7 million grant to study how schools in Texas and Florida identify specific learning disabilities (SLD) in elementary school students. The goal of the study is to improve identification processes so children who struggle academically can get the help they need.
Over 7 million public school students in the U.S. receive special education services. The most common disability category is SLD, accounting for about 32% of students. SLD refers to disorders involving difficulties with language processing that affect reading, writing, speaking, etc.
The researcher, Jeremy Miciak, wants to understand how schools evaluate students for SLD eligibility, especially related to reading difficulties. Proper identification is important so struggling students can receive support. Past studies suggest remedial programs for SLD students are often ineffective. The research will test hypotheses about why students most at risk aren't identified, instruction in special ed programs is ineffective, or referral/eligibility criteria aren't suitable.
The 4-year study will follow 900 at-risk 3rd and 4th graders in diverse schools. It will examine how they are evaluated for SpEd and the programs they receive.
Schools have discretion in SLD identification. The study will compare an "instructional approach" focusing on academic outcomes versus a "cognitive discrepancy method" comparing IQ to achievement. The researcher believes decisions should rely on academic achievement rather than cognitive tests like IQ. The goal is to provide a systematic understanding of how schools identify SLD to improve processes and help more struggling students succeed.