Specific Learning Disability

Minnesota uses the federal definition of Specific Learning Disability (SLD). SLD is a disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may be exhibited as an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. SLD also includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

Determining the Eligibility of Students with Specific Learning Disabilities

Minnesota has two options for determining eligibility for special education services. The first option is use of data determining below grade level performance, lack of response to well-designed interventions and a weakness in a basic psychological process that is consistent with low achievement. Some may refer to this as lack of response to intervention or identification through a Multi-tiered System of Supports (MTSS). Districts do not have to apply or be approved to use eligibility criteria under a MTSS system; however, they must document their process in the Total Special Education System (for more information see Minnesota Rules 3525.1341, subpart 4). Many schools maintain use of discrepancy criteria for instances where data and application of an MTSS system are not in place and implemented with fidelity. Districts are not required to report which criteria they are using for eligibility; however, in a survey of 1,500 schools across the state only 20 percent of them report fully implementing MTSS (2018 MTSS survey results).

SLD discrepancy model Evaluation/Reevaluation PlanNing Guidance

SLD Discrepancy Eval/ReEval PWN: Materials and Procedures Guidance

SLD SRBI model Evaluation/Reevaluation PlanNing Guidance

SLD Eval/ReEval PWN: Materials and Procedures Guidance

SLD eligibility checklist

Specific Learning Disability (SLD) criteria checklist (5).pdf

MDE specific learning disabilities technical manual

Below is the technical manual designed to assist teams in making SLD eligibility determinations for students under the optional criteria adopted in 2009. It includes legal requirements, practical advice and theory that will guide teams in this technical process. The manual is provided on this page as individual chapters, by topic and number, for ease in reviewing or downloading.

SLD Manual from MDE

Interview Forms

Initial Evaluations

Parent

Parent/Caregiver Interview - Initial Evaluations: Gathers data on homework activities, student's perception of school, and student's approach to learning new skills.
Information Processing Checklist: Student's teacher or parent rates behaviors as adequate, inadequate, or not observed. Item clusters align with MN SLD criteria.

Student

Student Interview: Gathers data on a student's perceived organization, storage, acquisition, retrieval, expression, and manipulation capabilities.

Teacher

Information Processing Checklist: Student's teacher or parent rates behaviors as adequate, inadequate, or not observed. Item clusters align with MN SLD criteria.

Reevaluations

Parent

Parent/Caregiver Interview - Reevaluations: Gathers data on information processing abilities, parent concerns, health conditions, and student strengths/interests.

Student

Student Interview: Gathers data on a student's perceived organization, storage, acquisition, retrieval, expression, and manipulation capabilities.

Observation Forms

Structured Observation Form: Gathers data on academic skills, behaviors related to learning routines, and information processing capabilities.

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