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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I never knew they can deny a study for low IQ.  If anything, these are the students who would need a lot more help, no?[/quote]

Yes it’s so hard. The students are performing within their cognitive abilities. This is a hard group it situation to be in. The student can get general education support or support from MTSS.

Specific learning disability requires a processing deficit and below grade level academic achievement.[/quote]

Processing deficit is not part of the SLD definition.[/quote]

Yes it is. If this child were in Fairfax County, they wouldn’t get past the Basis for Committee Decision because they couldn’t account for any processing issues. You’d go down the list of language processes that impact learning, and you wouldn’t be able to say yes to any of them  None of the test results show that there is a processing disorder. If you were provide specialized instruction to this student, you wouldn’t know how to tailor it because all the testing results are showing that the child is able to process information appropriately. You would have to check NO on the third question which would mean the student is not eligible under the Specific Learning Disability category.

https://www.fcps.edu/sites/default/files/media/forms/se10i.pdf

Here’s the definition:
DEFINITION: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.[/quote]

That has nothing to do with processing as measured on an IQ test. Same word, different meaning.[/quote]

Yes it does! The student was administered an assessment of their processing abilities. It’s right here. Please tell me where OP’s kid shows a below average in any of the processing areas:
Index/Subtest Index/Scaled Score Percentile Rank 95% Confidence Interval Qualitative Description
[b]Verbal Comprehension 100 [/b]50 92-108 Average
Similarities 11 63
Vocabulary 9 37
[b]Visual Spatial 92 [/b]30 85-100 Average
Block Design 7 16
Visual Puzzles 10 50
[b]Fluid Reasoning 88 [/b]21 82-96 Low Average
Matrix Reasoning 11 63
Figure Weights 5 5
[b]Working Memory 91 [/b]27 84-99 Average
Digit Span 9 37
Picture Span 8 25
[b]Processing Speed 86 [/b]18 79-97 Low Average
Coding 11 63
Symbol Search 4 2
Full Scale IQ 93 32 88-99 Average[/quote]

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