Signature Assignment Research

Paper:
Specific Learning Disability (SLD)
Alma Busch
October 20, 2024
CSPU 510
Lore’K Garofola
Introduction
● Understanding Specific Learning Disorder (SLD): SLD is a recognized disability affecting
skills such as reading, writing, and math, often going undiagnosed due to lack of awareness
among parents and educators. Early identification and evaluation are crucial for effective
support.
● Ethical and Legal Considerations: Professionals must consider ethical principles—beneficence,
autonomy, confidentiality, informed consent, and competence—when diagnosing SLD. Laws like
IDEA and Section 504 protect the educational rights of students with disabilities, ensuring they
receive appropriate services and support.
● Identification and Support Process: Teachers play a vital role in recognizing students who may
struggle academically, prompting referrals for assessment. Through a structured identification
process, including observations and evaluations, individualized education programs (IEPs) or
504 Plans are developed to provide tailored support for student success.
Literature Evidence Study 2:

Study 1: ● Recognition and Impact of SLD: An article by the

American Psychological Association discusses the
● Identification and Criteria for SLD: A research recognition of Specific Learning Disorder (SLD) in
summary by Jack M. Fletcher and Jeremy Miciak the U.S., highlighting its impact on students'
highlights that Specific Learning Disorder (SLD) ability to adapt socially and academically. Terms
is a prevalent disability recognized under IDEA.
like “word blindness” (now known as dyslexia)
Effective identification relies on assessments across
various skills, including reading and mathematics, were historically used to describe reading
to determine if a student's learning challenges arise difficulties associated with brain injuries,
from a legitimate disability. emphasizing the lasting nature of these
impairments without intervention.
● Concerns Over Validity in Assessments: The
researchers raise concerns about the validity of ● Comorbidity and Interventions: The authors note
using Cognitive Discrepancy Methods, particularly that comorbidity with other conditions often
IQ-Achievement Discrepancy, which may overlook occurs, affecting academic and cognitive abilities,
impairments affecting students' abilities. They
but these conditions are not interchangeable. They
argue that proper tools and assessments are
essential for accurately measuring intelligence and stress the importance of timely evaluations and
learning disabilities (Fletcher & Miciak, 2019). individualized teaching strategies to improve data
collection and comprehension, ultimately enhancing
support for students with SLD (Grigorenko et al.,
2019).
Literature Evidence (cont.)
Study 3:
Study 4:
● Study on SLD Identification Factors: A 2020
● Impact of Demographics on SLD Identification: A
study by the American Psychological Association 2020 study by the American Psychological
examined how student-level variables—such as Association analyzed how variables like academic
growth rate, academic achievement, cognitive achievement and demographics affect Specific
ability, and demographics—affect the identification Learning Disorder (SLD) identification among K-8
students. It found that students from
of Specific Learning Disorder (SLD) among disadvantaged backgrounds scored lower than their
students from kindergarten to eighth grade. white peers, with free and reduced lunch (FRL)
Results indicated that students from statistically status linked to SLD.
disadvantaged demographic backgrounds scored
● Limited Predictive Value of Certain Factors: The
lower than their white peers, with free and reduced study revealed that factors such as Response to
lunch (FRL) status correlating with SLD. Intervention (RtI) slope, global cognitive ability,
● Insights on Predictive Variables: The study found and gender did not significantly predict SLD
that factors like Response to Intervention (RtI) identification. These results underscore the need
for more research on underrepresented populations
slope, global cognitive ability, and gender did not and the importance of accurate psychoeducational
significantly predict SLD identification. These evaluations (Maki et al., 2020).
findings highlight the need for further research on
underrepresented groups in SLD studies and
emphasize the importance of accurate
psychoeducational evaluations (Maki et al., 2020).
 ● Background of the Case: In the case of
Ridgewood Board of Education v. N.E., a
seventeen-year-old student, M.E., faced
ongoing challenges with his Specific
Learning Disorder (SLD) diagnosis since
first grade, leading to academic struggles
and school transfers.
● Parental Concerns and Allegations:
M.E.'s parents became involved after the
school claimed he did not have a
Case Law disability, despite his poor academic
performance and their concerns about
inadequate support and transparency
regarding his educational needs.
Ridgewood Board of Education ● Impact on Student Well-Being: The lack
v. of appropriate services and support
contributed to M.E.'s declining
Guardians of M.E. self-esteem and functionality in the
classroom, prompting the parents to seek
legal recourse against the Ridgewood
Board of Education for intentional
withholding of critical information
(Ridgewood Board of Education, 1999).
References
Barrett, C. A., Burns, M. K., Maki, K. E., Clinkscales, A., Hajovsky, D. B., & Spear, S. E.

(2022). Language used in school psychological evaluation reports as predictors of SLD

identification within a response to intervention model. School Psychology, 37(2),

107–118. https://doi-org.umassglobal.idm.oclc.org/10.1037/spq0000485

Fletcher, J. M., & Miciak, J. (2019). The Identification of Specific Learning Disabilities: A

Summary of Research on Best Practices. Grantee Submission.

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M.

(2020). Understanding, educating, and supporting children with specific learning

disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51.

https://doi-org.umassglobal.idm.oclc.org/10.1037/amp0000452

Maki, K. E., Barrett, C. A., Hajovsky, D. B., & Burns, M. K. (2020). An examination of the

relationships between specific learning disabilities identification and growth rate,

achievement, cognitive ability, and student demographics. School Psychology, 35(5),

343–352. https://doi-org.umassglobal.idm.oclc.org/10.1037/spq0000400

Ridgewood Bd. of Educ. v. NE for ME, 172 F.3d 238 (3d Cir. 1999).