A crisis in our classrooms: the urgent need to redefine specific learning disabilities

The identification of Specific Learning Disabilities (SLD) has remained a controversial and deeply flawed process for decades. Even though the federal definition of SLD has not changed since 1968, the methods used to identify students with SLD have evolved, often in ways that introduce confusion, inequity, and inefficiency. The disconnect between theory and practice has led to the misidentification of millions of students, robbing them of the chance for timely and appropriate interventions. For the 2.3 million students currently identified with SLD under the Individuals with Disabilities Education Act (IDEA), the system is failing, with many experiencing academic struggles, higher dropout rates, and alarming levels of unemployment compared to their nondisabled peers (Team, 2022). This is not just a policy issue; it’s an issue of justice and opportunity.