The Eligibility Practices For The Category Of Specific Learning Disability In A Rural Special Education Cooperative In Illinois

Abstract

This study investigated the trends in assessment for specific learning disability in a rural special education cooperative in Illinois. The sample included assessment records for 135 students who graduated from high school with special education services under the category of specific learning disability. The assessment procedures were recorded and compared to trends in practice at the time. Results revealed that the use of traditional assessment practices, such as the IQ-achievement discrepancy, was less likely to be used once the alternative Flexible Service Delivery Model was initiated. To further investigate the impact of the Flexible Service Delivery Model, data were gathered regarding the percentage of students in special education to determine if the new model served to decrease numbers of students made eligible. When compared to the state as a whole, the rural county that initiated the Flexible Service Delivery Model experienced a decrease in the number of students that were eligible for specific learning disability. However, this did not appear to impact the number of special education students overall.

Date of Award	2010
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	James Michael Havey (Supervisor)