Traditional Eligibility Criteria for Identifying Students as Specific Learning Disabled

Assessment batteries of 200 elementary children, previously identified as having a specific learning disability (SLD), were analyzed to determine the different practices associated with the use of individual intelligence and achievement tests. Among the conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the WISC-R, and do not have severe discrepancies between achievement and ability.