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Resources Page for: Specific Learning Disability Evaluation Principles and Standards

Find links to the resources included in Specific Learning Disability Evaluations and Standards.

Principles of The SLD Evaluation Standards

Standards for the SLD Evaluation

Ability Achievement Relations

CHC Broad & Narrow Abilities

Tools for CHC Interpretation of major cognitive batteries developed by Catherine Fiorello: WISC-V, KABC II and WJ-IV

Linking CHC Abilities to Intervention

C-LIM and D-SNAP Resources:

Multitiered System of Supports for English Learners (

Colorín Colorado on special education and ELs:

Should we evaluate students in their home language when possible?

Questions of Culture: BEvo4ya&index=7

Full playlist here:

Self-Assessment Checklist on Cultural Competency:

About the Authors:

Dr. Monica McHale-Small

Monica McHale-Small, Ph.D., is currently an adjunct associate professor at Temple University. She retired from public education after twenty-seven years of service in Pennsylvania. Monica started her career as a school psychologist but spent the last fourteen years in a variety of administrative positions including, most recently, Superintendent. She earned her doctorate and masters’ degrees from the University of Pennsylvania, Graduate School of Education. Dr. McHale-Small has long advocated bringing sound research into practice in public schools. One example of this is her role on the advisory committee for Pennsylvania’s Dyslexia Screening and Early Literacy Intervention Pilot; designed to support researched based structured literacy instruction and intervention beginning in Kindergarten. Dr. McHale-Small is an advocate for responsible inclusion and equity for historically underserved students including racially, culturally and linguistically diverse students and students with disabilities. She co-founded the Greater Lehigh Valley Consortium for Equity and Excellence and she currently consults with the ACLU of PA on School to Prison Pipeline issues. Monica has served on the Board of Directors of the Learning Disabilities Association, the International Dyslexia Association, and the National Association of Pupil Services Administrators. Monica serves her own community as a board member and volunteer advocate for Coatesville Citizens Who Seek Educational Equality.

Dr. Eric Tridas

Dr. Tridas practiced developmental and behavioral pediatrics in the Tampa Bay Area for 37 years and is a Clinical Associate Professor in Pediatrics at the University of South Florida, Morsani College of Medicine. He is Medical Director of The Tridas Group, a software company that developed an application that generates a customized evaluation report. Dr. Tridas is a member of the National Joint Committee on Learning Disabilities,and Past President of the International Dyslexia Association.

He is also the State Medical Director for Pediatric Health Choice-Prescribed Pediatric Extended Care Facilities (PPEC). Dr. Tridas is the recipient of the 2017 International Dyslexia Association Margaret Rawson Lifetime Achievement Award and was inducted into the International Dyslexia Association Sylvia Richardson Hall of Fame. He also received the 2012 IMSLEC Innovator Award. Dr. Tridas edited and co-authored From ABC to ADHD: What Every Parent Should Know About Dyslexia and Attention Problems. In addition, he lectures and consults nationally and internationally on behavioral and developmental pediatrics topics.

Dr. Elsa Cardenas-Hagan

Dr. Cardenas-Hagan has long been advocating for individuals with learning disabilities, especially underserved and often misclassified English Language Learners who also have learning disabilities and/or who struggle to acquire literacy skills. Her passion for these learners inspired her to author Esperanza, a Spanish language curriculum for striving readers who primarily speak Spanish. Elsa and her colleague recently did a webinar for LDA on remote learning and English Language Learners.

Elsa is currently Chair of the National Joint Committee on Learning Disabilities, of which LDA is a member. Elsa worked with Dr. Gad Elbeheri to establish IDA’s Global Partners in recognition that dyslexia and learning disabilities impact individuals around the globe. While recognizing the need for robust evidence-based core curriculum and tiered interventions, Elsa also fervently supports a role for cognitive assessment in the identification of learning disabilities.

Dr. David Allsopp

Dr. Allsopp is professor of special education, Assistant Dean of Educator Preparation and Partnerships, and Endowed Chair/Director of the David C. Anchin Center in the College of Education at the University of South Florida. He teaches at both the undergraduate and graduate levels, focusing on instructional methods for students with high incidence disabilities and research methods for developing and validating effective practices for students with disabilities. During his 23 years in academia, he has contributed extensively to the field of special education through research, writing, resource development, and presentations. In addition to numerous peer reviewed journal articles and book chapters, Dr. Allsopp is co-author of five books including Teaching Mathematics Meaningfully: Solutions for Struggling Learners(2nd Edition), Mathematics RTI: A Problem Solving Approach to Creating an Effective Model, and Academic Success Strategies for Adolescents with Learning Disabilities and ADHD, which has been published in three languages including English.​

Dr. Sarah van Ingen Lauer

Dr. Sarah van Ingen is an Assistant Professor of Mathematics Education at the University of South Florida where she co-directs the innovative and nationally recognized Urban Teacher Residency Partnership Program. In this role, she partners with Hillsborough County Public Schools’ teachers and administrators to accomplish the twin goals of improving the learning of both K-5 students and prospective teachers. She also teaches courses in mathematics education and teacher preparation at the undergraduate, masters, and doctoral levels.

Dr. van Ingen’s research agenda lies at the intersection of equitable mathematics education and clinically rich teacher preparation. Her research interests include teachers’ use of research to inform practice, the implementation of integrated STEM lessons in K-5 classrooms, and the use of mathematics consultations to meet the mathematics learning needs of students with exceptionalities. She has published articles related to this research in peer-reviewed journals such as Teaching and Teacher Education and Action in Teacher Education and is co-author of the forthcoming second edition of the book, Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners published by Brookes Publishing. Dr. van Ingen regularly presents her research at local, national, and international conferences.

Dr. van Ingen is currently PI of a 1.2 million dollar NSF Noyce Master Teacher Fellows grant and Co-PI on a 3.4 million U.S. Department of Education i3 Grant. She is actively engaged in service at the local and national levels. Currently, she serves as an elected officer for the American Education Research Association’s Research Use Special Interest Group and Associate Vice President and Chair of the Research Committee of the national Association of Mathematics Teacher Educators.

Dr. Kristina Scott-Quinlan

Dr. Kristina Scott-Quinlan, Ed.D. is an associate dean, professor, and program director for the special education and autism programs at Salem State University. She teaches courses to prepare early childhood, elementary, secondary, and special education teachers to enter today’s diverse classroom environments. She also oversees all areas of education licensure and works with partner districts to develop, provide programming, and redesign preparation courses at the university to reduce the theory-to-practice gap. Kristina’s research focuses on teacher preparation practices and developing social skills alongside academic content knowledge for academic and career success in preschool through university classrooms. She regularly presents at both national and international conferences. She also works nationally to evaluate teacher preparation programs. She has worked with seven different state education departments to provide technical assistance and training, ensuring high-quality teacher preparation experiences for all teacher candidates to meet the needs of the K-12 students they serve.

Dr. Gad Elbeheri

Dr. Gad Elbeheri is the Founder and Managing Director of Global Educational Consultants (Egypt). Previously, Dr. Elbeheri was the Dean of the Australian College of Kuwait (2012/2017) and the Executive Director of the Centre for Child Evaluation & Teaching (2006/2011). An applied linguist who obtained his PhD from the University of Durham, UK, Dr. Elbeheri has a keen interest in cross-linguistic studies of specific learning difficulties and inclusive education. Dr. Elbeheri has made over 40 conference and seminar presentations around the world. He has published over 9 books in both English and Arabic in the field of dyslexia, and over 10 peer reviewed journal articles on dyslexia and its manifestations in Arabic. He has participated in producing nationally standardized tests and computer-based screening programs in Arabic.

Dr. Elbeheri brings a global perspective to learning disabilities assessment and intervention. He presented at the October Science to Practice Forum on how RTI is being implemented in the Arabic world. Dr. Elbeheri believes there are many individuals in the Arabic world that would benefit from learning of the work of LDA.