Re-Evaluation of Students with Learning Disabilities and Retention in the Special Education Setting

Abstract

This research examined special education re-evaluation practices in the area of Specific Learning Disability and the number of students remaining in special education when eligibility criteria is no longer met. The study was conducted in a comprehensive high school district, gathering data from the Specific Learning Disability summary sheet which is completed every three years at the time of re-evaluation. The study found that over half of students receiving special education services no longer meet eligibility criteria. Policy implications are discussed with suggestions on how the Response to Intervention model may assist in transitioning students from special education to general education classes.