2020/07/24 by Jessica Sprick, Jessica T. Sprick, Emily C. Bouck +2
Social Sciences · #Parental Involvement in Education #School Choice and Performance #Youth Substance Use and School Attendance
paper · doi:10.1111/ldrp.12229
openalex publication_date 2020/07/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
Abstract According to Individuals with Disabilities Education Act, lack of appropriate instruction is a possible exclusionary factor that must be considered during Specific Learning Disability (SLD) identification. Student attendance is a major predictor of long‐term academic success or failure and may relate to whether a student had access to appropriate instruction; however, it is unclear whether and how attendance is considered during SLD identification. This survey of practicing school psychologists provides an exploration of how school psychologists consider and address student absenteeism in the SLD identification process. Researchers found considerable variability across school psychologists and eligibility teams across a multitude of dimensions, including whether and how attendance is considered exclusionary and whether respondents perceived the need for more clear guidance from their district and/or state.