Bulletin 1508- Specific Learning Disability Definition

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 to do mathematical calculations

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, of mental disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

The intervention data shall demonstrate that the child/youth does not achieve adequately for his/her age or to meet state approved grade level standards in one or more of the following areas:a.

oral expression;b. listening comprehension;c. written expression;d. basic reading skills;e. reading fluency skills;f.

reading comprehension;g. mathematics calculation; orh. mathematics problem solving;

evidence of a pattern of strengths and low achievement must be documented as follows:a. area of low achievement addressed by the interventions shall be demonstrated by performance greater than one and one-half standard deviations below the mean in grades 1 and 2, or greater than two standard deviations below the mean in grades 3 through 12 using chronological age norms in one or more of the areas listed in Subparagraphs 2.a-h above; andb.

area of strength as demonstrated by performance no more than one-half standard deviation below the mean in grades 1 and 2 or no more than one standard deviation below the mean in grades 3 through 12 using chronological age norms in one or more of the areas

Not a setting, rather a philosophy that includes students with disabilities as valued members of the school community. They belong and are accepted, actively participate in all aspects of the school, and are provided supports that offer the opportunity to succeed.

Fulfillment of basic needsFamily stability,School-related experiencesInteraction patterns in the homeParental attitudes and values concerning the importance of an education and reading in the home