Resources

NCLD’s Federal Policy Agenda for the 118th Congress details policy recommendations in five key areas.

Igniting Innovation for Individuals with LD

NCLD has worked for 45 years to improve the lives of people with learning disabilities by empowering parents and young adults, transforming schools, and advocating for equal rights and opportunities. We will continue to work with the 118th Congress and the Administration to create a society in which every person with a learning disability possesses the academic, social, and emotional skills needed to succeed in school, at work, and in life.

Download the Policy Agenda

This report outlines a comprehensive evaluation for schools when educating students suspected of having a learning disability.

Principles for SLD Eligibility

This document describes school-level practices and policy considerations for states and school districts to encourage comprehensive, timely evaluations for special education for children suspected of having a specific learning disability.

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This report outlines effective, evidence-based practices for addressing the needs of students with SLDs in a school setting.

Eligibility for Special Education Services

Understanding eligibility for special education services under the classification of specific learning disabilities within the Individuals with Disabilities Education Act (IDEA) involves delving into a set of guiding principles. These principles provide a comprehensive snapshot of the criteria and considerations that shape identifying and supporting students with specific learning disabilities.

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NCLD's suite of resources about transition planning, changes in legal rights and responsibilities, and how to access the available supports and services in post-high school settings.

Planning Your Future: A Guide To Transition

Overview

In 2022, with support from the Educating All Learners Alliance, the National Center for Learning Disabilities (NCLD) hosted listening sessions with young adults, parents, educators, transition specialists, transition service providers, college disability services staff, and researchers in the field.

A common theme expressed by all of these stakeholders was the lack of resource and knowledge sharing about transition planning, changes in legal rights and responsibilities, and how to access the available supports and services that do exist in post-high school settings. In response, NCLD developed a suite of resources to fill this gap.

For Educators and Parents

This facilitation guide explains the resource and how the school Individualized Education Program (IEP) team can help set the student up for success while in high school.

Educator and Parent Facilitation Guide

For Students and Young Adults

This go-at-your-own-pace guide is for you to learn about the education and civil rights laws that protect them in K-12, higher education, and workforce settings, how to be a strong self-advocate during transition planning, and various opportunities for additional support that may be available. If you are a high school student, college student, or new employee with a disability, this resource contains information that is helpful to you.

Download the additional resources to help you navigate the information in this guide.

Topic Specific Resources:

We know what learning-disabled students need to succeed. We have ample evidence from large-scale studies funded by federal agencies such as the National Institutes of Health and the Institute of Education Sciences. The path to success consists of seven milestones that lead to better resource allocation and outcomes for students with learning disabilities.

The Path to Success for Students with Learning Disabilities

We know what learning-disabled students need to succeed. We have ample evidence from large-scale studies funded by federal agencies such as the National Institutes of Health and the Institute of Education Sciences. We now need the resources to implement effective services and support for those 2.3 million students with learning disabilities currently served in our public schools. The path to success consists of seven milestones that lead to better resource allocation and outcomes for students with learning disabilities.

1. Awareness – The prevalence of misinformation surrounding learning disabilities has led to numerous myths and misconceptions, hindering opportunities for success for these individuals. We must do better. We must stay well-informed, be skilled consumers of research, dismantle stigmas, and educate and advocate for those with learning disabilities.
2. Growth Mindsets – Approaching learning from a growth mindset has been shown to improve motivation, academic self-concept, academic resilience, and academic performance of lower-performing students.
3. Sufficient Funding – Funding, such as funding from the Individuals with Disabilities Education Act (IDEA), support services such as early intervention and special education services for students with disabilities13. Without sufficient funds to appropriately serve students with learning disabilities, schools have to make difficult decisions about which programs and services to cut.
4. Prepared Teachers – Considering students with learning disabilities spend most of their time in the general education classroom14, teacher preparation must focus on evidence-based instructional strategies to reduce reading, writing, and math difficulty.
5. Universal Screening – The sooner students are identified and receive intensive instructional services, the better off they will be.
6. Evidence-Based Interventions – When students with learning disabilities receive evidence-based intervention aligned to their needs, the national educational assessments and other standardized assessments will accurately portray their full academic potential.
7. Data-based Decisions – Monitoring student progress using multiple sources of information helps educators adjust instruction as needed and determine if additional services are needed.

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Private school vouchers and ESAs often leave students with disabilities without essential civil rights protections, sometimes requiring families to waive IDEA rights unknowingly. Our updated report highlights these challenges and the urgent need for equity in education.

Private School Vouchers, ESAs, and Tax Incentives

Private school voucher programs, including education savings accounts (ESAs) and tax incentive programs, often lack critical civil rights protections for students with disabilities. In some cases, families are required to waive their IDEA rights, frequently without fully understanding the implications.

Our updated report examines the challenges these programs create and emphasizes the need for equitable education for all students. Discover how these initiatives affect families and highlight the urgency for change.

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With each new Congress, NCLD develops a federal policy agenda to advance key issues and expand opportunities for individuals with learning disabilities and attention issues. Grounded in research and community feedback, this agenda drives our advocacy efforts to create meaningful change.

2025-26 Policy Agenda

Every new Congress brings an opportunity to advocate for policies that support individuals with learning disabilities and attention issues. At the National Center for Learning Disabilities (NCLD), we develop a federal policy agenda that focuses on advancing key issues, addressing barriers, and promoting equitable opportunities.

Our agenda is informed by research, data, and the lived experiences of our community—including students, families, educators, and advocates. By listening to those most impacted and analyzing current challenges, we ensure that our priorities reflect the needs of the neurodivergent community.

Through this agenda, we work to influence legislation, strengthen protections, and promote policies that expand access to education, employment, and essential services. Our goal is to create meaningful, lasting change that empowers individuals with learning disabilities to thrive.

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Specific learning disabilities (SLDs), including dyslexia, dysgraphia, and dyscalculia, are recognized as diverse disorders that affect the development and execution of reading, writing, and math skills. These conditions are considered when determining eligibility for special education services.

Eligibility for Special Education Under a Specific Learning Disability Classification

Specific learning disabilities (SLDs)—such as dyslexia, dysgraphia, and dyscalculia—are varied disorders that affect students’ ability to acquire and perform skills in reading, writing, and math. The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) gave states more flexibility in how districts determine eligibility for special education under an SLD classification. Since then, research and practice have continued to evolve, highlighting effective, evidence-based strategies to support students with SLDs.

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Igniting Innovation for Individuals with LD

Principles for SLD Eligibility

Eligibility for Special Education Services

Planning Your Future: A Guide To Transition

The Path to Success for Students with Learning Disabilities

Private School Vouchers, ESAs, and Tax Incentives

2025-26 Policy Agenda

Eligibility for Special Education Under a Specific Learning Disability Classification