NVPS Special Services--Special Education Eligibilities

"Preparing students for life's next step through a comprehensive continuum of services that promote and support positive educational outcomes."
HOME Determining Students' Needs Special Education Eligibilities Programs and Services Support Staff 4561 Hunsberger, NE Grand Rapids, MI 49525-6125 Dan Heitzman, Director Phone: 616-361-3446 Fax: 616-361-3436 Web Designer: Anne Zwyhuizen NVPS Home Page	LEARNING DISABILITIES What is a learning disability? What are the types of learning disabilities? How is a learning disability determined? Related links . . . . . . . LD Information LD Online Nat'l Center for Learning Disabilities WHAT IS A LEARNING DISABILITY? LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. [Source: National Institutes of Health, 1993] A disorder in one or more of the basic psychological processes involved in understanding or using language, either spoken or written. Symptoms may include difficulties in ability to listen, think, speak, read, write, spell, or do math. [Source: Mich. State Board of Education Revised Administrative Rules for Special Education, 1997] Return to Top WHAT ARE THE TYPES OF LEARNING DISABILITIES? Academic Skills Disorders Developmental Reading Disorder (also known as dyslexia) Developmental Writing Disorder Developmental Arithmetic Disorder (also called dyscalculia) Developmental Speech and Language Disorders Developmental Articulation Disorder Developmental Expressive Language Disorder Developmental Receptive Language Disorder Return to Top HOW IS A LEARNING DISABILITY DETERMINED? As they grow, children reach certain "milestones" of development: the first word, the first step, and so forth. Both doctors and parents are watching for these developmental milestones, and learning disorders may be informally flagged by observing significant delays in the child's skill development. A 2-year delay in the primary grades is usually considered significant. While children can be informally flagged early on by using observation techniques, actual diagnosis of learning disabilities is usually made during the school years based on a variety of information sources, including individual standardized tests that compare the child's achievement to that of his/her same-age peers. Test outcomes depend not only on the child's actual abilities, but on the reliability of the test and the child's ability to pay attention and understand the questions. State Rules--eligibility criteria The IEP (Individualized Education Program) Team may determine that a child has a specific learning disability if the child's skills are significantly below age- and/or grade-expectation in one or more of the following areas: Basic reading (decoding) skills Reading fluency Reading comprehension Math calculation Math reasoning Written expression Oral expression Listening comprehension Also, identified skill deficits may not be primarily the result of any of the following: A visual, hearing, or motor handicap Cognitive impairment Emotional disturbance Autism Environmental, cultural, or economic disadvantage Finally, the child's skill deficit(s) must be determined to be not correctable without special education programs or services (in other words, the child requires special education services in order to succeed educationally). Procedures for Determining a Specific Learning Disability As of September 1, 2010, the Northview Public Schools will utilize an underachievement plus pattern of strengths and weaknesses (PSW) model for the determination of a specific learning disability, as these terms are defined below: A student may be found to demonstrate inadequate achievement (i.e., a significant educational weakness) in basic reading, reading comprehension, reading fluency, math calculation, math reasoning, written expression, listening comprehension or oral expression, if his/her performance on an individually administered achievement measure of the skill area in question falls at or below the 10^th percentile based on national or local norms when provided with instruction appropriate for his/her age or State-approved grade-level standards. 2. A pattern of strengths and weaknesses is based on the following decision rules: A “strength” or “weakness” is defined by use of the decision rules outlined on the Northview Public Schools’ Guidelines for Determining Specific Learning Disabilities—Pattern of Strengths and Weaknesses document. A “pattern of strengths” means at least three separate assessment measures within two or more assessment boxes in at least one skill area, that are coded as strengths using the criteria identified in 2a. A “pattern of weaknesses” means at least three separate assessment measures within two or more assessment boxes in the skill area of concern for the initial evaluation or subsequent re-determination of eligibility for specific learning disability. * A PSW worksheet will be used to chart areas of strength and weakness as above. In making a determination as to whether a student has or continues to have a specific learning disability, the District will also comply with all applicable federal regulations and State rules, including those addressing comprehensive evaluations, determination of the existence of a specific learning disability, observation of academic performance and behavior in the area(s) of difficulty, specific documentation for SLD eligibility determination, and re-evaluation requirements. Return to Top

	Determining Student's Needs Special Education Eligibilities Programs and Services Support Staff