Myth Busters Truths about Special Learning Disabilities and Wisconsin's SLD Rule

Bonnie Vander Mulan, training coordinator for Wisconsin Facets, introduces Deb Hess from the Department of Public Instruction, discussing myths about specific learning disabilities (SLD) and Wisconsin's SLD program. Deb shares her extensive background in special education and her journey with SLD at the department.

Deb highlights the misconceptions about learning disabilities (LD) and compares them to intellectual disabilities. She emphasizes the hidden nature of LDs and their impact beyond school. Agenda 2017 focuses on college and career readiness for all students, emphasizing academic, social, and emotional competencies.

Deb outlines the topics for the webinar, addressing common questions and myths she encounters about SLDs. She encourages participants to ask questions throughout. Bonnie notes some technical difficulties with handouts, which they aim to resolve.

Deb discusses dyslexia, a common point of confusion, and how it's included under the definition of SLD in federal and state law. She explains the misconception that a dyslexia diagnosis guarantees special education services. The use of 'dyslexia' in IEP documentation is discussed, with emphasis on the need for further evaluation for SLD eligibility.

Deb describes the relationship between Response to Intervention (RTI) and SLD eligibility in Wisconsin. She clarifies that the SLD rule does not require a multi-level system of support but that having one might ease rule implementation. She explains the process and criteria for determining SLD eligibility.

Deb addresses timeline extensions for SLD evaluations, which are sometimes needed to collect two scientific research-based interventions. She emphasizes that such extensions require written consent from parents. The criteria for SLD eligibility, including intervention data, are explained.

Deb discusses the role of interventions in establishing SLD eligibility, emphasizing scientific research-based interventions (SRBI). She clarifies DPI's role in intervention selection, debunking the myth that DPI provides a list. Interventions should be tailored to the student's needs and context.

Deb answers questions regarding qualifications for selecting evidence-based practices, screening for dyslexia, and the implementation of interventions. She emphasizes licensure requirements and shared responsibility among educators in selecting and implementing SRBIs.

Deb covers intervention requirements under the SLD rule, such as the need for interventions to be culturally responsive and implemented with fidelity. She explains common misconceptions about intervention duration and implementation standards.

Deb introduces resources available for understanding and supporting SLDs, including DPI's specific learning disabilities page and other educational websites. She provides guidance on navigating these resources for both Spanish and English speakers.