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.

中文翻译：

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出勤和特定学习障碍的识别：对学校心理医生的调查

根据《残障人士教育法》，缺乏适当的指导是在识别特殊学习障碍（SLD）时必须考虑的可能排除因素。学生出勤率是长期学业成败的主要预测指标，可能与学生是否有机会获得适当的指导有关；但是，尚不清楚在SLD识别期间是否以及如何考虑出勤。这项针对在职学校心理学家的调查提供了对学校心理学家在SLD识别过程中如何考虑和解决学生旷课的探索。研究人员发现，学校心理学家和资格小组在许多方面存在很大的差异，