Specific Learning Disability, SLD, learning disabilities, evaluation, classroom observation
Nearly half of all students receiving special education services are identified as students with a specific learning disability (SLD; National Center for Learning Disabilities [NCLD], 2014). The Individuals with Disabilities Education Act (IDEA) requires evaluation teams to analyze multiple data to determine if a student qualifies for special education services. In accordance with the federal law, a student must be observed in the regular classroom setting, and a description of the relationship between the behavior and academic functioning must be noted in a written Full and Individual Evaluation (FIE) report. Discussed in this article are recommendations and practical strategies related to conducting and documenting classroom observations that may be used by educational diagnosticians and other assessment professionals in an SLD evaluation.
Davis, Mariya T. and Southward, Julie, "Practical Strategies for Conducting and Documenting Classroom Observations in SLD Evaluation" (2019). Special Education Faculty Publications. 4.
This is the author accepted manuscript for:
Davis, M., & Southward, J. (2019). Practical strategies for conducting and documenting classroom observations in SLD evaluation. DiaLog, 48(1), 4-9.
Posted with permission from the editor. The DiaLog is the official journal of the Texas Educational Diagnosticians’ Association.