First, whatever procedures are used to evaluate students as eligible for special education in the category of specific learning disabilities (SLD) must conform to the requirements of the IDEA regulations (2006), which indicate that a full and individual evaluation of a student suspected as having an SLD must address four qualifications. First, the evaluation must document that "...the child does not achieve adequately for the child's age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or state-approved grade-level standards: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem-solving" (§300.309Second, the evaluation must document that "...(t)he child does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified ...when using a process based on the child's response to scientific, research-based intervention; or (t)he child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments (§300.309[aThird, the evaluation must establish that the child's academic deficiencies are not the results of "...visual, hearing, or motor disabilities; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or Limited English proficiency" (§300.309[aor of a lack of instruction ((§300.309[a). Notably, a child must demonstrate qualifications under all four of these criteria to be identified with an SLD.