What criterion indicates a significant need for special education services in learning disabilities?

A significant need for special education services in learning disabilities is primarily indicated by a severe discrepancy between intellectual ability and academic achievement. This criterion highlights that a student may possess average or above-average intellectual capabilities but demonstrate significantly lower academic performance in one or more areas, such as reading, writing, or mathematics. This disparity suggests that the student is facing challenges that impede their ability to succeed academically despite their intellectual potential, warranting the need for specialized instruction and support.

In contrast, the other options do not reflect this critical criterion. A severe discrepancy between social skills and academic performance may indicate social-emotional issues or behavioral concerns rather than specific learning disabilities. A slight delay in language acquisition is not typically significant enough to warrant special education services, as some children may naturally develop language skills at a different pace without having a learning disability. Lastly, a negligible difference in performance levels does not demonstrate the pronounced difficulties that would necessitate special education intervention, as it suggests that the student performs within an expected range.