For more information on SLD go to the websites listed below:
IDEA Partnership – IDEA Regulations, Specific Learning Disabilities
www.ideapartnership.org/index.php?option=com_content&view=article&id=844&oseppage=1
Document prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education, that addresses the changes from preexisting regulations to the final regulatory requirements regarding the identification of specific learning disabilities.
Utah State Special Education Rules and Regulations – Specific Learning Disabilities (SLD)
English Version: www.schools.utah.gov/sars/DOCS/law/finalrules.aspx
Pages 46-52 – Information on SLD and Procedures for Identifying Students with SLD.
Spanish Version: www.schools.utah.gov/sars/DOCS/law/finalrules-sp.aspx
Pages 59-66 – Information on SLD and Procedures for Identifying Students with SLD.
Vietnamese Version: www.schools.utah.gov/sars/DOCS/law/finalrules-viet.aspx
Pages 49-55 – Information on SLD and Procedures for Identifying Students with SLD.
Utah State Special Education – Specific Disability Guidelines
www.schools.utah.gov/sars/DOCS/resources/sld.aspx
Lyon, G. Reid Lyon and Jack Fletcher. (2001) Early Warning System.
http://educationnext.org/early-warning-system/
The authors describe three factors that caused a dramatic increase in children identified with LD. (1) Remediation is rarely effective after 2nd grade. (2) Measurement practices work against identifying LD children before 2nd grade. (3) Federal policy and the sociology of public education allow ineffective policies to continue. The authors make a case for implementing effective early intervention programs.
National Joint Committee on Learning Disabilities. (2005)
Responsiveness to Intervention & Learning Disabilities
http://www.fylrr.com/archives.php?doc=rti2005.pdf
This report was prepared by the National Joint Committee on Learning Disabilities representing eleven national and international organizations. The report examines concepts, potential benefits, practical issues, and questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). It includes questions about implementation, eligibility, parent participation, structure and components, professional roles and competencies, and needed research.