Specific Learning Disability Identification Practices in the USA: a Survey of Special Education Administrators

Specific learning disorder (SLD) identification is arguably one of the most significant controversies in school psychology. One component this issue that guidelines and practices vary substantially across professionals states, which leads to inconsistent rates outcomes for students. To assess extent problem at district level, we surveyed special education administrators from 725 US districts regarding their districts’ current specific disability USA. Significant differences SLD methods were reported districts. also found regions between used different educators collect academic achievement test data. Curriculum-based measures more frequently identify using response intervention. Implications these findings policy practice are considered.