The IQ/Achievement Discrepancy Method of Identification

Specific Learning Disabilities

Definition

Evaluation

1. The IQ/Achievement Discrepancy Method of Identification must include documentation that all the standards in the Specific Learning Disabilities Evaluation Section 2.a.(1) – 2.a.(8) and Evaluation Section 2.b.(1) through 2.b.(3) have been met.
2. Evaluation using the IQ/Achievement Discrepancy Method of Identification must also include:
1. an individual standardized multifactored assessment of cognitive ability;
2. an individual standardized assessment of academic achievement;
3. documentation of performance on all of the following:
1. group or individually administered achievement tests; and
2. criterionreferenced assessments or curriculum/performancebased assessments;
4. at least two documented observations of the child’s educational performance in the general education classroom including:
1. an indirect observation by the child’s general education classroom teacher, and
2. a direct observation by a professional other than the person providing the indirect observation (observations shall address the child’s academic behaviors, academic performance, and relevant work samples);
5. documentation of parental input; and, as appropriate, the child’s input; and
6. documentation that the child’s learning problems are not primarily due to:
1. lack of appropriate instruction in reading and math; SPECIAL EDUCATION MANUAL – 2008 62
2. limited English proficiency;
3. Visual Impairment;
4. Hearing Impairment;
5. Orthopedic Impairment;
6. Mental Retardation;
7. Emotional Disturbance;
8. environmental or cultural factors;
9. motivational factors; and
10. situational trauma.