The Office of Special Education Program's LD Initiative: A Context for Inquiry and Consensus

Abstract

Memo: Problems in Assessment of Children [T]he fundamental problem in the assessment of the learning disabled is making the initial determination that a child is or is not learning disabled. This appears ... critical for at least two reasons. First, from a service point of view, an adequate diagnostic procedure assures us that appropriate children are being served. Second, from an administrative point of view, one can be assured when one speaks of learning-disabled children, one is referring to an identifiable group. Obviously, people are currently classifying children as with a variety of approaches. [S]ome of these approaches suffer from such conceptual problems that their validity must be questioned. Most ... suffer from sufficient technical problems such as to make them less than adequate. Just as important as the initial decision that a learning disability exists, however, is the determination of appropriate programming. There is little reason for educators to be concerned about whether children are learning disabled unless it somehow relates to the education program that children receive. Decisions concerning appropriate programming for children would undoubtedly [be] best made using criterion-referenced instruments. At this point, [they] are not available. The requirements in PL 94-142 for Protection in Evaluation Procedures, Least Restrictive Environments, and Individual Education Programs make the whole decision-making process for classification, placement and programming exceedingly complex. A critical concern ... is ... [how] assessment information relates to and is integrated with decision-making. Many people have voiced concern over the critical nature of early identification of the learning disabled. I ... [agree] that this is extremely important. However ... we cannot hope to engage in early identification with all of its attendant difficulties unless and until we have resolved our definitional and operational problems. ********** The U.S. Office of Special Education Programs (OSEP) recently relocated their offices. Among the historical treasures found in the move was a carbon copy of a letter written by then junior staffer Lou Danielson to a university professor. Although Lou's letter was written in 1977, 27 years ago, it could well have been composed today. Indeed, points nearly identical to Lou's were made in a letter written during the 1997 Individuals with Disabilities Education Act (IDEA) reauthorization process by the National Joint Committee on Learning Disabilities (NJCLD). OSEP's comprehensive response to the NJCLD letter has become known as the LD a multiyear process involving many activities and numerous stakeholders intended to probe, document, and discuss what we know about the identification and classification of children with learning disabilities (LD). Below, we describe OSEP's Initiative, including the creation of the National Research Center on LD. Background In 1975, Congress passed the Education of All Handicapped Children Act (Public Law 94-142), now known as the IDEA. A central intent of the law was to guarantee a free appropriate public education for all children with disabilities. This would be accomplished by supporting states and localities to improve child outcomes by protecting the rights, and meeting the individual needs, of all children and youth with disabilities and their families. Early and accurate identification of children with disabilities was viewed as critical to ensuring that they receive services essential to their success. Much progress has been made over the past three decades in providing effective programming, special education, and other related services to children with disabilities. In 1997, the reauthorization of IDEA changed the focus of the law from providing access to services to improving results and accountability. Essential to achieving improved results is the accurate and early identification of children with disabilities. …