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Specific Learning Disability (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 learning problems that are primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency.
8 Academic Domains of SLD:
- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skill
- Reading Fluency Skills
- Reading Comprehension
- Mathematical Calculation
- Mathematical Problem Solving
Webinar: What about Maths? Providing assessment and promoting engagement for students with disabilities in 2020.
Two 45 minute live webinars that will address instructional practices and tools to increase engagement for elementary and secondary students with math difficulties and disabilities learning in remote, in-person and hybrid models.
Determining SLD Eligibility: An Overview
This 40-minute video will discuss:
- the differences between MTSS and RtI and how they are interrelated.
- how to to build a body of evidence through an RtI process in order to determine eligibility for Specific Learning Disability.
- review considerations for English Learners during the eligibility process for special education services.
Assessing, Preventing and Overcoming Reading Difficulties
Assessing, Preventing, and Overcoming Reading Difficulties is an on-demand eLearning series that was developed by David Kilpatrick, Ph.D., in collaboration with the Specific Learning Disability Specialist in the Exceptional Student Services Unit of the Colorado Department of Education.
Content of the webinar series was originally included in the book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015).
In this section you will find information on the following:
- Cultural/Linguistic Diversity
- Eligibility and Guidance
- Language and Literacy
- MTSS, UDL, AT, RtI
- Parents and Families
- Social / Emotional
- Transition, School, Career
The Colorado Specific Learning Disability (SLD) listserv shares resources, professional development and training opportunities and provides information including current trends, research, and ongoing topics of interest related to SLD. The purpose of this network is to facilitate connections, awareness, and access to information, learning opportunities, and resources that will better the lives of students with Specific Learning Disability and benefit the families, communities, and professionals who support them. Sharing of information is encouraged; however, it is at the discretion of the CDE what information will be posted. This service is chat-free and does not include advertisements from vendors or contract-based companies. To subscribe to the CO-SLD Listserv, please follow the directions below.
Join the CO-SLD Listserv
To subscribe to the CO-SLD listserv:
- Open a new email.
- In the “To” field, type the email SLDfirstname.lastname@example.org and send the message.
- Once added, you will receive a confirmation email.
- If you have a problem, email Veronica Fiedler at email@example.com.
To unsubscribe from the CO-SLD listserv:
- Open a new email.
- In the “To” field, type the email SLDfirstname.lastname@example.org
- In the body of the message write, “unsubscribe CO-SLD” and send the message.
- You will automatically be unsubscribed.
A variety of learning opportunities, information, and resources are provided on this listserv. These materials do not represent an exhaustive list, nor are they required or endorsed by the Colorado Department of Education (CDE). The identification or description is for the purpose of providing information and resources and does not constitute CDE's endorsement. Every effort has been made to identify the citation for the resource; please maintain the citation and/or authorship when adapting or modifying these materials.
For more information, please contact:
Email Veronica Fiedler
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