Support for Students with Specific Learning Disabilities in Naperville’s School Districts
SLDs are brain-based disorders that affect an individual’s ability to read, write, and do math, and while the Individuals with Disabilities Education Act (IDEA) encompasses various eligible disability categories, students with Specific Learning Disabilities (SLDs) represent the largest single group of qualifiers under this primary designation in Illinois. Of the 269,925 Illinois students served under IDEA in 2022–2023, 94,712 — representing 35% — were identified with SLD as their primary designation (NCLD, 2023).
Naperville School Districts follow federal laws, including the Individuals with Disabilities Education Act (IDEA). Under federal guidelines, a Specific Learning Disability (SLD) is defined as a neurological disorder affecting one or more of the basic psychological processes involved in understanding or using spoken or written language. This impairment typically manifests as a diminished capacity to listen, think, speak, read, write, spell, or compute mathematical calculations. The SLD designation encompasses several distinct clinical conditions, including dyslexia, developmental aphasia, perceptual disabilities, minimal brain dysfunction, and acquired brain injuries (NCLD, 2023).
Education thrives in Naperville, driven by two nationally acclaimed public school systems: District 203 and District 204. A student's success path begins as early as preschool, where developmental screenings for 3- to 5-year-olds help shape the ideal classroom environment. As children grow, the districts ensure that any student struggling in school can be evaluated for extra help. This is especially true for students with Specific Learning Disabilities (SLDs). The special education departments blend high standards with a nurturing culture that celebrates individual milestones. This supportive framework ensures that all students can reach their full potential, paving the way for high graduation rates and future college success. Today, 53% of students with SLDs spend the vast majority of their school day (80% or more) in general education classrooms (NCLD, 2023). Inclusion at this level means these students engage with the same curriculum as their peers. Beyond academic alignment, learning alongside classmates of the same age offers incredible social benefits. It allows students with SLDs to learn naturally from educators, assistants, and peer role models who share their same maturity level and age milestones.
When participating in general education classrooms, students qualifying for special education services receive academic modifications and accommodations dictated by their Individualized Education Program (IEP). Developed collaboratively by educators, parents, and related service providers—including speech-language pathologists, occupational therapists, and physical therapists—the IEP ensures equitable access to the core curriculum. These tailored supports are integrated into daily classroom routines to meet each student's unique learning profile. While the least restrictive environment of a general education classroom is often optimal, school districts also maintain specialized, smaller settings to deliver highly focused, individualized instruction when necessary.
The process for securing special education services initiates with comprehensive student evaluations and a formal Planning and Placement Team (PPT) meeting. To assist in identifying eligible students, the district administers the Cognitive Abilities Test (CogAT) universally to the general student population. The CogAT serves as a valuable diagnostic tool by evaluating key abstract reasoning and problem-solving skills across verbal, quantitative, and nonverbal domains. By delivering a clear profile of an individual’s cognitive strengths and weaknesses, this universal screening data allows educators to precisely pinpoint and target specific intervention needs. Dynamic Learning Map (DLM) assessments measure foundational, developmentally appropriate skills aligned with the Illinois State Board of Education academic standards. To further establish a student's learning profile, diagnostic testing may be expanded to include formal psychological, neuropsychological, autism spectrum, and learning disability evaluations. While qualified educational specialists conduct most campus-based assessments, specialized psychological evaluations may be referred to board-certified psychiatrists. Under specific regulatory criteria, the funding for these external psychiatric evaluations may be absorbed by the school district.
Following the evaluation phase and the formal development of an Individualized Education Program (IEP), Naperville school districts implement a variety of evidence-based interventions. Chief among these is the Orton-Gillingham approach, a highly structured, sequential framework that introduces language mechanics systematically. This methodology requires students to master foundational letter-sound correspondences before advancing to increasingly complex linguistic units (International Dyslexia Association, 2025). A primary advantage of the Orton-Gillingham methodology is its multisensory delivery, which simultaneously integrates visual, auditory, kinesthetic, and tactile pathways. This comprehensive sensory engagement equips students with robust decoding strategies while deepening their cognitive understanding of underlying phonological processes. Students with dyslexia often lack a basic level of phonemic awareness, making this a generally successful intervention.
Integrating executive functioning support into student accommodations is essential for fostering academic success. Executive functions comprise the foundational cognitive processes required to plan, organize, regulate emotions, and execute goal-directed behaviors. Consequently, targeted coaching in these skills is critical for classroom achievement.
Research indicates that ADHD co-occurs with dyslexia in 25–40% of cases (McGrath & Stoodley, 2019). For students with ADHD, neurological variances in the prefrontal cortex disrupt the neurotransmitter pathways — specifically dopamine and norepinephrine — necessary for sustained focus and executive control. This reduced signaling efficiency impairs skills like organization, motivation, and task completion. Crucially, these challenges reflect a neurodivergent profile rather than a personal deficit. When equipped with tailored strategies that align with their cognitive style, individuals with ADHD routinely demonstrate exceptional creativity, resourcefulness, and capability.
When a student continues to struggle despite targeted, individualized mini-lessons, IEP-aligned tutoring can provide critical support. This specialized supplemental aid is explicitly designed to target the goals and objectives outlined in a student's Individualized Education Program (IEP). While Naperville Schools remain dedicated to providing individualized education, supplemental instruction is often highly beneficial for mastering specific, foundational skills and rebuilding student confidence. Individualized tutoring offers extended opportunities to learn and practice practical skills, leaving students better prepared upon returning to the general education classroom. Unlike standard classroom environments, dedicated tutoring sessions allow an educator to work at the student's unique pace, deliver immediate feedback, and dynamically adapt teaching methodologies to fit individual learning styles.
Early intervention is paramount to optimizing a student’s educational trajectory. When a child exhibits academic or behavioral difficulties in the classroom, initiating communication with their educator or primary care physician is a critical first step. These early indicators serve as vital alerts for adults to proactively address potential challenges. In alignment with this proactive approach, Naperville School District 203 and District 204 remain steadfastly committed to delivering an equitable, high-quality education that equips every student for long-term future success.
About the author:
Christine Bialczak, MAEd, MSEd, BA, is a dedicated special education teacher specializing in behavior management within self-contained classrooms. She balances rigorous academic growth with positive behavioral interventions to support students of all ability levels.