14. Reducing LD

In adding criteria for the proper placement of learning disabled children IDEA regulations place heavy responsibility on the eligibility group (IEP team, MET) to evaluate educational theory and practice at the graduate level of university education. Consider this (IDEA 2004 regulations, Education Legacy):

“The group described in 34 CFR 300.306 may determine that a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10), if…

the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with 34 CFR 300.304 and 300.305;”

What’s more, the group must have a sense of exclusionary criteria, representing vast areas of knowledge. The pattern of evidence justifying placement cannot be primarily the result of:

A visual, hearing, or motor disability;

Mental retardation;

Emotional disturbance;

Cultural factors;

Environmental or economic disadvantage; or

Limited English proficiency.”

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