How is a specific learning disability (SLD) defined in terms of achievement?

A specific learning disability (SLD) is characterized by a significant discrepancy between a student's actual achievement and their expected potential based on their age, intelligence, and educational experiences. This definition emphasizes that, despite having average or above-average capabilities, a student with SLD experiences difficulties in areas such as reading, writing, or mathematics, resulting in academic performance that is significantly lower than what would be anticipated for someone of their cognitive ability.

This discrepancy is crucial because it highlights the student's unique challenges and the need for tailored interventions or support. Identifying this gap is a fundamental part of recognizing SLD, as it informs educators and specialists about the necessity for specialized instruction or accommodations to assist the student in achieving their educational goals.

In contrast, the other options do not accurately define SLD. Achievement being noticeably higher than expected, aligning closely with age-based expectations, or being consistent across all subjects does not reflect the core components of how specific learning disabilities are assessed and understood in educational contexts.