A New Framework for Assessing SLD

The Learning Disabilities Association of America (LDA) recently published Specific Learning Disabilities Evaluation Principles and Standards, introducing a new adn comprehensive framework for the assessment and identification of students with specific learning disabilities (SLD). These standards are a valuable resource for educators, psychologists, policymakers, and anyone interested in and involved with enhancing the quality of education and support for individuals with specific learning disabilities.

The specific learning disabilities framework is individualized

The primary goal of this new framework is to encourage a transition from a one-size-fits-all approach to a more individualized and research-informed evaluation process that promotes better understanding, increased collaboration, and tailored interventions for students with SLD.

These new principles and standards expand upon the existing mandates of the Individuals with Disabilities Education Act (IDEA) by providing a more comprehensive and interdisciplinary approach to evaluating and supporting students with SLDs.

These guidelines emphasize collaborative evaluation teams involving professionals from various fields, including psychology, education, and medicine. They extend beyond the previous focus on identification and delve into personalized interventions that cater to each student's unique academic, linguistic, social, emotional, and behavioral needs. Additionally, these updated principles highlight the importance of cultural and linguistic diversity that have not been explicitly addressed in prior IDEA mandates.

The SLD landscape

LDA research sheds light on the educational landscape for students with specific learning disabilities, revealing that they constitute 32% of the student disability population (National Center for Education Statistics, 2023). The research also reveals the persistent challenge of low student achievement; specifically, the latest National Assessment of Educational Progress (NAEP) data indicates a substantial disparity between students with disabilities and their peers without disabilities. According to 2022 NAEP data:

• 70% of fourth graders with disabilities scored below basic levels in reading, compared to 32% of their peers without disabilities.
• There is an average gap of 38.5% between students with disabilities and students without disabilities who scored below basic in fourth- and eighth-grade reading.
• There is a 36% difference in the number of students with disabilities scoring below basic levels in fourth- and eighth-grade math compared to students without disabilities.
• 64% of eighth graders with disabilities scored below basic compared to 25% of their peers without disabilities.
• 72% of eighth graders with disabilities scored below basic in math, whereas only 33% of their peers without disabilities did the same.
• 53% of fourth graders with disabilities scored below basic in math compared to 20% of their peers without disabilities.

Additionally, this research underscores significant inequity for students with SLD, especially those from Black/African American, Latinx, or Indigenous backgrounds. These students are disproportionately marginalized in the areas of identification, intervention, and instructional processes compared to White students.

Given this data, the team from LDA determined it was necessary to develop new principles and standards that not only identify the cause of learning differences but potential interventions.

The seven principles of SLD evaluation

LDA created the new standards using seven foundational principles to create a common set of values among stakeholders with respect to SLD evaluation. These principles are:

1. Interdisciplinary: Evaluations should be a collaborative process informed by multiple disciplines that have relevance to SLD.
2. Research-informed: SLD evaluation should be informed by the most up-to-date research, using valid and credible methods.
3. Consequentially valid: The result of SLD evaluations should be positive outcomes, whether an SLD diagnosis is made or not. The evaluation should result in greater clarity surrounding a child's learning challenges and how best to support them.
4. Dynamic and iterative: The evaluation, intervention, and follow up should be an iterative process. It is fluid, ongoing, and continual.
5. Whole-child focused: Evaluations should result in a whole-person view, meaning that the information should be used in a comprehensive way that includes not just the cognitive perspective.
6. Strengths-based: Equal attention should be paid to an individual's academic and personal strengths as to their difficulties.
7. Universally benevolent: All individuals should be treated equally regardless of circumstance, culture, limitations, differences, or difficulties. The process must be used to benefit students no matter what the outcome.

Eight standards for SLD evaluation

Using these principles, the LDA team established the following standards for SLD evaluation.

1. Interdisciplinary collaboration: The standard emphasizes the importance of multidisciplinary collaboration among educators, psychologists, parents, and other professionals in conducting holistic SLD assessments. By involving various stakeholders such as psychologists, educators, speech pathologists, counselors, parents, and students themselves, this advocates for an interdisciplinary process. This approach ensures a holistic understanding of student's strengths and needs, promoting a more comprehensive assessment and intervention strategy.
2. A continuum of evaluation: SLD evaluation should be ongoing and iterative. Using assessment data, implementing targeted interventions, and employing progress monitoring techniques should create an atmosphere where diagnosis and interventions are being continually refined in order to be bidirectional and iterative.
3. Research-supported practice: This standard emphasizes the importance of content-specific research and the use of high-quality assessment tools.
4. Culturally informed: Evaluators should gather information on the student s home language, their level of proficiency in the language of instruction, and make informed decisions on using assessments in the language the individual is most proficient in.
5. Embraces strengths:Evaluations should be holistic, taking into account the multiple domains and focusing on character strengths and motivations in addition to academics.
6. Supported through comprehensive professional development: Professionals involved in evaluation should be up-to-date on the latest research and best practices.
7. Holistic understanding regardless of identification criteria:The goal of evaluation should be to understand a holistic view of the individual as a learner. Recommendations should be specific to the learner s cognitive, social emotional, and executive function strengths.
8. Leads to improved outcomes:The results of the evaluation should always be to create improved educational outcomes with actionable steps to improve academic and social emotional functioning.

About SLD research

The researchers involved in creating the principles and standards pursued a comprehensive strategy that interwove historical context, global viewpoints, and scholarly research. Their approach involved dissecting the progression of terms and definitions connected to SLD, delving into historical shifts in perspectives, and emphasizing the pivotal role of cognitive assessments in SLD evaluations.

By integrating these insights, the LDA constructed a holistic model for the SLD evaluation process. This model encompasses guiding principles, assessment components, and avenues for future enhancements the methodology aimed to establish a dynamic framework accommodating the evolving landscape of SLD evaluation practices and insights.

LDA's research highlights pivotal aspects of the evolution in identifying SLDs. These findings illuminate the shift toward a more inclusive, adaptable, and personalized approach to assessing and addressing learning challenges. This includes transforming SLD terminology globally in response to the growing importance of interdisciplinary teamwork and adopting innovative response-to-intervention (RTI) methods.

Summary of research findings

The Specific Learning Disabilities Evaluation Principles and Standards is a comprehensive guide aligned with well-established research and practices in SLD evaluation.

This research underscores the critical importance of incorporating qualitative and quantitative research methodologies while accounting for individuals' cultural and linguistic contexts. The outcomes of this research have the potential to significantly enhance the understanding and refinement of SLD evaluations, ultimately leading to more equitable and efficient interventions and support mechanisms for those grappling with specific learning disabilities.

The outlined principles and standards offer evaluators a structured framework for conducting thorough and valid assessments of individuals with suspected SLD. An integral aspect of this approach involves employing diverse assessment methods from various data sources.

Notably, the research advocates utilizing multiple assessment approaches, encompassing standardized tests, observations, interviews, and questionnaires. As a result of this multifaceted methodology, an individual's strengths, weaknesses, and distinct learning requirements can be comprehensively identified.

Further elevating the significance of this work is its emphasis on the need to incorporate an individual's cultural and linguistic background during SLD evaluations. This inclusion fosters culturally responsive assessment practices that consider the influence of one's cultural heritage and linguistic proficiency on one's learning and academic accomplishments.

The implications of these research findings extend to practitioners, policymakers, and researchers entrenched in the domain of SLD evaluation. This study provides important guidance to improve evaluations for people with learning disabilities, ensuring a fair and effective assessment process.

Assessing specific learning disabilities in reading, writing, or math? Learn more about the family of diagnostic assessments from Dr. Steven Feifer called the FAR, FAW, and FAM.

References

McHale-Small, M., Tridas, E., S., C rdenas-Hagan, E., Allsopp, D.H., van Ingen Lauer, S., Scott, K.,& Elbeheri, G. (2023). Specific Learning Disabilities Principles and Standards. Learning Disabilities Association of America. ldaamerica.org

National Assessment of Educational Progress (NAEP). 2023 National Report Card. https://www.nationsreportcard.gov/