The Exceptional Student Leadership Unit

Specific Learning Disabilities (SLD)

Definition:  Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.  Specific learning disability does not include problems that are primarily the result of: visual, hearing, or motor disabilities; significant limited intellectual capacity; significant identifiable emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.  The specific learning disability prevents a student from receiving reasonable educational benefit from general education alone.

Criteria:  The child meets the following criteria [2.08(6)(b)(ii); 300.309]:

1. The child does not achieve adequately for the child's age or to meet State-approved grade-level standards <in one or more of the areas identified below>, when provided with experiences and instruction for their age or State-approved grade-level standards, and
2. The child does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the area(s) identified when using a process based on the child's response to scientific, research-based intervention.

All areas that meet both conditions above:

• oral expression
• listening comprehension
• written expression
• basic reading skills
• reading fluency skills
• reading comprehension
• mathematical calculation
• mathematical problem-solving

[Given above are the two key criteria for determining special education eligibility in the disability category, Specific Learning Disabilities. Further information as to required considerations, determinations, and documentation, is provided in these two documents: “SLD in Colorado Rules and Federal Regulations” and “Guidelines for Identifying Students with Specific Learning Disabilities, 2008.” Both of these documents are listed below with links.]

Professional Development Opportunities

• SLD ONLINE CLASS (CHECK BACK FOR POSTING OF SPRING OFFERING)
  Specific Learning Disabilities:  Eligibility Criteria and Identification Process
  Dates:  April 2-29, 2012
  • Course Flyer (PDF):  includes description and online registration link
  • Syllabus (PDF): gives information as to course expectations, course content, and how the online module is conducted
  • Registration (Individual Registration Only)
• Check for professional opportunities addressing the implementation of Response to Intervention.

Documents related to the Identification of SLD

• SLD Topic Briefs:
  • SLD Topic Brief - Dyslexia and SLD (PDF)
  • SLD Topic Brief - GT and SLD (PDF)
  • SLD Topic Brief - RtI and Referral (PDF)
  • SLD Topic Brief - Triennial Reevaluation and Continued Eligibility (PDF)
• SLD in Colorado Rules and Federal Regulations (PDF)
  • The above document includes the sections from the Colorado Rules for the Administration of the Exceptional Children’s Educational Act pertaining to Specific Learning Disabilities, as well as the sections of the Federal Regulations that are referenced in these Colorado Rules as also being applicable.
• Guidelines for Identifying Students with Specific Learning Disabilities, Revised October, 2008 (PDF)
  • The guidelines above provide specific guidance in the implementation of the eligibility criteria and identification process for identifying students with Specific Learning Disabilities in Colorado.
• Fast Fact:  SLD, October 2011 (PDF)
• Self-Assessment: Implementation of the Revised SLD Criteria (XLS)

Presentations/Resources from SLD professional development sessions

• SLD Eligibility and Identification Process: Slideshow Presentations (2012)
  • Part 1: Introduction, Laws & RtI in Relationship to SLD (PDF)
  • Part 2: Eligibility Determination & Eight Areas of SLD (PDF)
  • Part 3: Referral, Evaluation & Documentation (PDF)
  • Part 4: Special Considerations, FAQs, & Role Changes (PDF)

• SLD Identification: Body of Evidence Related to the 2 Key Criteria in Areas of Literacy and Math - 2010-2011
  • Presentation 1 (PDF)
    • Introduction and Four Areas of Literacy (Basic Reading Skills, Reading Fluency, Reading Comprehension and Written Expression)
  • Presentation 2 (PDF)
    • Two Areas of Math (Calculation and Problem Solving, Determining Progress and Measuring Fidelity)
• Oral Expression and Listening Comprehension as Areas of Specific Learning Disabilities
  • Slideshow, 2011 (PDF)

Response to Intervention (RtI)

Determining a child’s response to scientifically, researched-based intervention as required in the identification of a Specific Learning Disability is critical. However, Response to Intervention as a statewide systems’ reform initiative is being promoted across the Colorado Department of Education to improve learning results for ALL students, not just those who may be identified as having a Specific Learning Disability. The follow link will provide access to the RtI Guidebook, sample brochure, training presentations, videos and other resources.

• Response to Intervention

Twice Exceptional

Twice Exceptional Students, Gifted Students with Disabilities: An Introductory Resource Book is currently undergoing revision to bring it in alignment with the implementation of Response to Intervention and the revised SLD criteria.

• Twice Exceptional Students, Gifted Students with Disabilities, An Introductory Resource Book (PDF)

For more information, please contact:

Candy Myers
Phone: (303) 866-6883

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