IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
By the IEP Atlas editorial teamLast updated
Short answer
A specific learning disability IEP is the plan for a student found eligible under IDEA's specific learning disability category, which covers dyslexia, dysgraphia, dyscalculia and related needs. It names the affected areas among eight listed in the regulations, sets measurable goals for each, and lists the instruction and accommodations. Students with ADHD usually qualify under other health impairment instead.
Specific learning disability is the most common IDEA eligibility category among school-age students served under IDEA.[6] It covers students whose difficulty is in learning itself: reading words, understanding text, writing, spelling, computing or solving math problems. It does not mean low intelligence, and it is not caused by poor teaching, vision or hearing loss, or an emotional disability.
Students with ADHD are often in the same classrooms with similar needs, but they usually qualify under a different category. This guide covers both, because the IEP work overlaps: goals in academic and executive skills, specialized instruction, and accommodations that give access while the skills grow.
What counts as a specific learning disability
The federal definition describes a disorder in one or more of the basic processes involved in understanding or using spoken or written language. It may show up as trouble listening, thinking, speaking, reading, writing, spelling or doing math. The definition names dyslexia among its examples. It excludes learning problems that are mainly the result of a visual, hearing or motor disability, intellectual disability, emotional disturbance, or environmental, cultural or economic disadvantage.[7]
To be eligible, the student must also need special education because of the disability. A diagnosis alone does not create an IEP. The team must find that the disability adversely affects learning and that the student needs specially designed instruction.
The eight SLD areas, with a goal for each
The regulations list eight areas where a team can find a specific learning disability. The student does not achieve adequately for age or grade-level standards in one or more of them, even with appropriate instruction.[8] Each area below has an example goal. The numbers are illustrations, not targets for every student.
| SLD area | What it looks like in class | Example goal |
|---|---|---|
| Oral expression | Short, vague answers; trouble retelling or explaining | Given a grade-level story read aloud, the student will retell it including 5 of 6 story grammar elements on 3 of 4 monthly probes |
| Listening comprehension | Misses multi-step directions; loses the thread in lectures | Given 3-step oral directions said once, the student will complete all steps in order on 8 of 10 opportunities |
| Written expression | Ideas stay in the student's head; paragraphs lack structure | Given a prompt and 20 minutes, the student will write a paragraph scoring 10 of 12 on the class paragraph rubric on 3 consecutive monthly samples |
| Basic reading skill | Guesses at words; cannot sound out unfamiliar words | Given 20 multisyllabic words from grade 5 text, the student will read 17 correctly on 3 consecutive weekly probes |
| Reading fluency skills | Reads accurately but very slowly; loses meaning | Given unpracticed grade 4 passages, the student will read 95 words correct per minute with 97% accuracy, median of 3 weekly probes |
| Reading comprehension | Decodes well but cannot say what a passage was about | Given a grade 6 informational passage, the student will state the main idea and 2 supporting details on 4 of 5 biweekly probes |
| Mathematics calculation | Weak fact recall; errors in multi-digit procedures | Given a 2-minute mixed multiplication probe (facts to 10), the student will write 40 digits correct, median of 3 weekly probes |
| Mathematics problem solving | Picks the wrong operation; stops at the first step | Given 5 two-step word problems, the student will write a complete, correct solution for 4 on 3 consecutive biweekly probes |
The templates behind these examples are in the library: story retell, multi-step oral directions, paragraph writing, multisyllabic decoding, oral reading fluency, main idea, multiplication facts and multi-step word problems. The specific learning disability goal hub collects goals across all eight areas.
How students are found eligible: rules and where states differ
Each state writes its own SLD criteria within federal limits. That is why two neighboring districts can use different methods. The federal rules say a state may not require a severe gap between IQ and achievement, must allow a process based on the student's response to research-based intervention, and may allow other research-based methods.[9] A school also cannot use a response to intervention process to delay or deny an evaluation when a parent asks for one.[10]
| Rule | Federal requirement | Where states differ |
|---|---|---|
| Identification method | States must permit response to intervention; cannot require an IQ-achievement discrepancy | Some states require response to intervention; others allow a pattern of strengths and weaknesses or discrepancy |
| Proof of appropriate instruction | Data showing the student received appropriate instruction in regular education, and repeated assessments at reasonable intervals shared with parents | How long the intervention period must be, and what counts as appropriate |
| Observation | A team member observes the student in the learning setting | Who observes and when |
| Team members | Parents, the general education teacher and at least one person qualified to do individual diagnostic evaluation | Whether a school psychologist must be on the team |
| Written report | A report of the eligibility decision and its basis, with each member certifying agreement or a separate statement | Form and level of detail |
| Timeline | Initial evaluation within 60 days of consent, or the state's own timeline | Many states set their own day count |
| Use of the word dyslexia | Nothing in IDEA stops a team from naming dyslexia in an evaluation or IEP | Some states have dyslexia laws with their own screening and instruction rules |
The initial evaluation timeline comes from the evaluation rule.[11] The extra team members,[12] the observation[13] and the written report[14] each have their own section, and the proof-of-instruction rule is part of the SLD determination rule.[8] If your state has a dyslexia law, it may add screening, teacher training or instruction requirements on top of IDEA. The full sequence from referral to eligibility is in the IEP evaluation process, and the other categories are covered in the 13 categories of special education.
Where ADHD fits
ADHD is not listed in the SLD definition. Most students with ADHD who need an IEP qualify under other health impairment, which names attention deficit disorder and ADHD as examples of conditions that can limit alertness to the educational setting.[7] Some students with ADHD also have a learning disability and qualify under SLD, or under both. Others need only accommodations and qualify for a 504 plan instead.
The category label matters less than the needs the evaluation finds. An IEP for a student with ADHD often includes goals in task initiation, sustained attention, organization and self-monitoring, plus academic goals where the student has fallen behind. The IEP goals for ADHD page has 20 examples, and the ADHD goal hub lists templates by area.
Profile table: need to goal area to accommodation
The same eligibility category covers very different students. This table maps the common profiles.
| Profile | Typical need | Goal areas | Accommodations that fit |
|---|---|---|---|
| Dyslexia | Word reading, decoding, spelling, reading rate | Phonics and decoding, fluency, spelling | Text-to-speech or audiobooks for content reading; spelling not scored outside English; extended time |
| Dysgraphia | Handwriting, spelling, getting ideas onto paper | Written expression, handwriting or keyboarding, spelling | Keyboard or speech-to-text; copies of notes; reduced copying from the board |
| Dyscalculia | Number sense, fact recall, procedures | Number sense, computation, problem solving | Multiplication chart on reasoning tasks; calculator where computation is not tested; worked examples |
| ADHD | Starting, sustaining and finishing work; organization | Task initiation, sustained attention, organization, self-monitoring | Breaks, check-ins, written directions, small-group testing, planner checks |
| Twice-exceptional | Advanced reasoning with a specific weakness | The weak area, plus self-advocacy | Access to advanced work with supports for the weak area; audio or speech-to-text |
The dyslexia accommodations and ADHD accommodations pages write out each support with when, how much and who. The pillar guide on IEP accommodations explains how to choose them.
One student from referral to IEP
Leo is a fictional 3rd grader. The dates and numbers show the sequence, not a required timeline.
- September. On the fall universal screening, Leo reads 31 words correct per minute on grade 3 passages. His school gives him small-group phonics intervention 4 days a week for 30 minutes.
- September to December. His interventionist probes oral reading fluency weekly. Over 12 weeks he gains about half a word per week. His classmates in the same group gain about 1.5 words per week. His parents get a progress letter every 4 weeks.
- January 10. The team asks his parents for consent to evaluate. They sign the same day.
- February. The school psychologist and reading specialist complete testing. A team member observes Leo during reading. Testing shows strong listening comprehension and vocabulary, with weak phonological processing and word reading.
- March 6. Within the state's 60-day timeline, the team meets. Leo is found eligible under SLD in basic reading skill and reading fluency. The evaluation report describes his profile as consistent with dyslexia.
- March 20. The IEP team writes goals in decoding and fluency, sets 150 minutes a week of structured literacy instruction, and adds text-to-speech for science and social studies plus read-aloud on math tests.
The IEP goals for dyslexia page shows the full goal set a team might write for a student like Leo.
What a strong SLD IEP includes
The federal IEP rule applies to every category: present levels, measurable annual goals, how progress will be measured, and the services, supports and accommodations.[15] For a student with a learning disability, these parts matter most.
- Present levels with numbers in each affected area, measured the way the goals will be measured.
- Goals in each eligible area, not only reading. A student found eligible in written expression needs a writing goal.
- Specially designed instruction named by type and minutes, such as structured literacy, explicit math instruction or strategy instruction for writing.
- Accommodations for access in general education, chosen from the student's needs.
- Progress monitoring on a set schedule, so the team sees within weeks whether the instruction is working. The measurement guide explains the options.
- A plan to build self-advocacy, especially from middle school on, so the student can explain the disability and ask for supports.
Specially designed instruction by profile
Accommodations give access. Specially designed instruction is what closes the gap, and it is the main reason a student with a learning disability needs an IEP rather than a 504 plan. The IEP should name the type of instruction and the minutes, not only "resource support."
| Area | What the instruction looks like | Practice guide |
|---|---|---|
| Basic reading and fluency | Explicit, systematic phonics and decoding; practice reading words and connected text every day | The federal practice guide for K-3 foundational reading skills[1] |
| Older readers | Multisyllabic word reading, fluency practice and comprehension routines | The practice guide for reading interventions in grades 4 to 9[2] |
| Written expression | Explicit teaching of planning, drafting and revising strategies, with models and practice | The practice guide on elementary writing[3] |
| Math | Explicit, systematic instruction with visual representations, word problem structures and fact fluency practice | The practice guide on math intervention in the elementary grades[4] |
Small group size and frequency matter as much as the method. A student 2 years behind in reading rarely catches up with 30 minutes twice a week. Teams often start with daily instruction and adjust from progress data.
Progress monitoring and when to change course
Every goal in an SLD IEP should have a short probe given on a set schedule, often weekly for reading and math. Graph the scores against a goal line drawn from the baseline to the target. When 4 to 6 points in a row fall below the line, change the instruction: more time, a smaller group, a different method, or more practice. Do not wait for the annual review.
This is also the evidence the team will need at reevaluation, at least every 3 years.[5] A student who has closed the gap may no longer need specially designed instruction and may move to a 504 plan for accommodations that still help. A student who has not moved needs a closer look at the instruction, not only a new goal.
Common mistakes in SLD IEPs
- Weak: "Resource support, 60 minutes per week." Better: "Structured literacy instruction in decoding and fluency, 5 sessions of 30 minutes per week, in a group of 4 or fewer."
- Weak: accommodations only, with no goals in the eligible areas. Better: a goal for each area the evaluation found, plus accommodations for access.
- Weak: a reading comprehension goal for a student whose problem is decoding. Better: target the lowest skill that is breaking down, then add comprehension once words are readable.
- Weak: the same goal carried forward 3 years in a row. Better: if a goal is not met, change the instruction and say what changed.
Guides in this cluster
Goals:
- IEP goals for ADHD: examples beyond "stay on task"
- IEP goals for dyslexia
- IEP goals for high school students with dyslexia
Accommodations:
Where to go next
If you are a parent, the parent guide to IEP goals explains how goals are built and what to look for. If you are writing the plan, start from present levels, then draft goals and check them with the goal checker. For the plan itself, the guide on what an IEP is walks through each section with its regulation.
Frequently asked questions
Is dyslexia a specific learning disability?
Yes. The federal definition of specific learning disability names dyslexia as an example. A student with dyslexia who needs specially designed instruction is usually found eligible under SLD, often in basic reading skill, reading fluency or written expression.
Does a student need a diagnosis to get an SLD IEP?
No. The school's evaluation decides eligibility, not an outside diagnosis. An outside report can be shared with the team and must be considered, but the team decides based on the full evaluation and the state's criteria.
Does ADHD qualify for an IEP?
It can. A student with ADHD qualifies for an IEP when the condition limits alertness or attention at school, adversely affects learning, and the student needs specially designed instruction. Most qualify under other health impairment. Students who need only accommodations often get a 504 plan.
Can a gifted student have a learning disability?
Yes. These students are often called twice-exceptional. Strong reasoning can hide a reading or writing weakness for years. The evaluation should look at the gap between the student's abilities and performance in the affected area, using the state's criteria.
Use it in IEP Atlas
- IEP goals for specific learning disability
- IEP goals for ADHD
- IEP goals for dyslexia
- Specific learning disability in the IEP glossary
- ADHD in the IEP glossary
- Eligibility in the IEP glossary
Related guides
- IEP goals for ADHD: examples beyond "stay on task"
- IEP goals for dyslexia: 20 examples by reading skill
- Dyslexia accommodations in the classroom and on tests
- ADHD accommodations in the classroom
- IEP goals for high school students with dyslexia
- ADHD and IEPs: qualifying under Other Health Impairment
- IEP examples for learning disabilities
- 504 vs IEP for ADHD
- Accommodations for processing speed and auditory processing
- Does dyslexia qualify for an IEP?
- Dyscalculia and dyslexia together: goals and supports
- Dysgraphia vs dyslexia: how they differ in the IEP
- IEP for ADHD: what it covers, with an example
- IEP for dyslexia: an example and what to ask for
- IEP goals for dysgraphia
- IEP goals for gifted and twice-exceptional students
- The eight SLD areas and goals for each
- Twice-exceptional students in the IEP process
Sources
- Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, What Works Clearinghouse, Institute of Education Sciences
- Providing Reading Interventions for Students in Grades 4–9, What Works Clearinghouse, Institute of Education Sciences
- Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
- Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
- 34 CFR §300.303: Reevaluations, Legal Information Institute, Cornell Law School
- Students With Disabilities (Condition of Education), National Center for Education Statistics
- 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
- 34 CFR §300.309: Determining the existence of a specific learning disability, U.S. Department of Education (IDEA website)
- 34 CFR §300.307: Specific learning disabilities, U.S. Department of Education (IDEA website)
- OSEP Memo 11-07: Response to Intervention (RTI) (January 21, 2011), U.S. Department of Education, Office of Special Education Programs
- 34 CFR §300.301: Initial evaluations, Legal Information Institute, Cornell Law School
- 34 CFR §300.308: Additional group members, U.S. Department of Education (IDEA website)
- 34 CFR §300.310: Observation, U.S. Department of Education (IDEA website)
- 34 CFR §300.311: Specific documentation for the eligibility determination, U.S. Department of Education (IDEA website)
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.