Districts are increasingly moving toward a pattern of strengths and weaknesses model for assessment of learning disabilities. Here are some things to know before you get started.
Every child, no matter how far behind, is on a developmental path hard-wired for growth and learning. Using strength-based language doesn’t mean ignoring or sugar-coating weaknesses. It means keeping the focus on student growth.
As it stands, the Individuals with Disabilities Education Act (IDEA) requires states to adopt criteria for the identification of specific learning disabilities (SLD). What you may not realize, however, is that within these IDEA regulations, there is still plenty of room for debate.
In the first article of this series, we left you with the CDE’s important message that, “when a student has demonstrated limited or slower-than-expected progress, additional assessment is needed.” So, what exactly does that mean?
There may not be a right or wrong answer, but there are many things to consider when choosing a public or private evaluation for your child.
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