PRESCHOOL ELIGIBILITY DETERMINATION FOR CHILDREN WITH KNOWN OR SUSPECTED LEARNING-DISABILITIES UNDER IDEA

We present data that describe the eligibility determination systems us ed in 49 states and the District of Columbia to qualify preschool chil dren for services under the Individuals with Disabilities Education Ac t Results of our survey indicate that these eligibility determination systems are characterized by a variety of categorical, combination, an d noncategorical approaches. The use of the specific eligibility categ ory of learning disabilities is particularly varied and controversial. Findings regarding the use of the learning disabled category are disc ussed from historical and functional perspectives. We conclude that co ntroversies surrounding the use of the category learning disabilities with preschool children are not likely to be resolved unless attention is directed to the establishment of functional eligibility determinat ion systems.