Specific Learning Disability
A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.
Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional or behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.
A student is eligible for specially designed instruction and related services as a student with a specific learning disability if all of the following criteria are met:
1. Evidence of specific learning disability The student’s parent(s) or guardian(s) and group of qualified personnel may determine that a student has a specific learning disability if there is evidence of each of the following:
- When provided with learning experiences and instruction appropriate for the student’s chronological age or grade-level standards, in accordance with Rule 6A-1.09401, F.A.C., the student does not achieve adequately for the student’s chronological age or does not meet grade-level standards as adopted in Rule 6A-1.09401, F.A.C., in one or more of the following areas based on the review of multiple sources that may include group or individual criterion or norm-referenced measures, including individual diagnostic procedures:
- Oral expression
- Listening comprehension
- Written expression
- Basic reading skills
- Reading fluency skills
- Reading comprehension
- Mathematics calculation
- Mathematics problem solving
The school district has the option of requiring that an individually-administered, standardized test of achievement be administered by a qualified evaluator in accordance with Rule 6A-6.03018(4)(b)2, F.A.C., as one of the evaluation procedures used to address the requirements of Rule 6A-6.03018(4)(a)1, F.A.C.
The district does not require that an individually administered, standardized test of achievement be given by a qualified evaluator after obtaining parental consent for an evaluation. The team responsible for the evaluation may determine the need for an individually administered, standardized test of achievement on an individual student basis.
- The student does not make adequate progress to meet chronological age or grade-level standards adopted in Rule 6A-1.09401, F.A.
- A process based on the student’s response to scientific, research-based intervention, consistent with comprehensive evaluation procedures in Rule 6A-6.0331 F.A.C.
- The group determines that its findings under paragraph a) of this subsection are not primarily the result of one of the following:
- A visual, hearing, or motor disability
- Intellectual disability
- Emotional or behavioral disability
- Cultural factors
- Irregular pattern of attendance or high mobility rate
- Classroom behavior
- Environmental or economic factors
- Limited English proficiency
2. The student demonstrates a need for special education.