Connecticut Regulation Regarding Specific Learning Disability: Section 10-76d-9 (b).
(b) Determination of a learning disability. The following criteria shall be used to determine if a child is a child with a learning disability.
(1)(A) The child does not achieve adequately for the child’s age or meet state-approved grade-level standards in one or more of the following areas when provided with learning experiences appropriate for the child’s age or state-approved grade-level standards:
(i) oral expression;
(ii) listening comprehension;
(iii) written expression;
(iv) basic reading skills;
(v) reading fluency skills;
(vi) reading comprehension;
(vii) mathematics calculation; or
(vii) mathematics problem solving;
(B) The child does not make sufficient progress to meet age or state-approved grade-level standards in oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving when using a process based on the child’s response to scientific, research-based intervention; and
(C) The child’s learning difficulties are not primarily the result of a visual, hearing or motor disability, an intellectual disability, emotional disturbance, cultural factors, environmental or economic disadvantage, or limited English proficiency; and
(2) A severe discrepancy between educational performance and measured intellectual ability (Intelligence Quotient-achievement discrepancy) shall not be utilized to determine if a child is a child with a learning disability. The PPT may request the administration of individual intelligence quotient tests if the PPT believes such tests could provide information that would be helpful in an evaluation.
(3) To ensure that underachievement in a child suspected of having a learning disability is not due to lack of appropriate instruction in reading or math, the PPT shall consider, as part of the comprehensive evaluation conducted to determine the child’s eligibility for special education:
(A) Data demonstrating that prior to, or as part of, the referral process, such child was provided appropriate instruction by qualified personnel in a regular education setting; and
(B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.
(4) The board shall promptly request parental consent to evaluate a child who is suspected of having a learning disability to determine if such child needs special education and related services, and shall adhere to the timeframes described in section 10-76d-13 of the Regulations of Connecticut State Agencies, unless extended by mutual written agreement of the child’s parents and the PPT (A) if prior to a referral, a child has not made adequate progress after an appropriate period of time when provided instruction pursuant to this subsection and (B) whenever a child is referred for an evaluation.
Connecticut Laws/Statutes Regarding SLD/Dyslexia
- Public Act 17-3: AN ACT REQUIRING SPECIAL EDUCATION TEACHERS TO COMPLETE A PROGRAM OF STUDY IN EVIDENCE-BASED STRUCTURED LITERACY INTERVENTIONS FOR STUDENTS WITH DYSLEXIA.
- Public Act 16-92: AN ACT CONCERNING DYSLEXIA.
- Public Act 15-97: AN ACT CONCERNING STUDENTS WITH DYSLEXIA.
- Public Act 14-39: AN ACT ESTABLISHING THE OFFICE OF EARLY CHILDHOOD, EXPANDING OPPORTUNITIES FOR EARLY CHILDHOOD EDUCATION AND CONCERNING DYSLEXIA AND SPECIAL EDUCATION.
Individuals with Disabilities Education Act (IDEA, 2004) Regulation Regarding SLD
- Section 300.8 Child with a disability
- Section 300.306 Determination of eligibility
- Section 300.307 Specific learning disabilities
- Section 300.308 Additional group members
- Section 300.309 Determining the existence of a specific learning disability
- Section 300.310 Observation
- Section 300.311 Specific documentation for the eligibility determination