This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.
Scruggs, T.E. and Mastropieri, M.A. (2003), "ISSUES IN THE IDENTIFICATION OF LEARNING DISABILITIES", Advances in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 16), Emerald Group Publishing Limited, Bingley, pp. 1-36. https://doi.org/10.1016/S0735-004X(03)16001-6Download as .RIS
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