Learning Disability Identification Criteria

Abstract

The growth in the number of learning disabled students has led many school systems to adopt practices to decrease the number of referrals in the learning disabilities category. One strategy used in the state of Maine was to tighten eligibility requirements by adhering to a criterion of a discrepancy of 1.5 standard deviations between a student's ability and achievement in order to qualify as learning disabled. This article presents the results of a survey of special education directors regarding changes in the enrollment of learning disabled students in their schools. Respondents reported that there had been some impact at the time of the survey, 10 months after the implementation of the new eligibility requirements, and that they perceived increased involvement of regular educators with children previously labeled learning disabled as inevitable. Implications for teacher training, increased support services, and research are suggested.