What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process

Autor/inn/en	Gebhardt, Markus; Krammer, Mathias; Schwab, Susanne; Rossmann, Peter; Klicpera, Barbara Gasteiger; Klatten, Susanne
Titel	What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.160-166 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Student Evaluation; Standardized Tests; Learning Disabilities; Elementary School Students; Intelligence Tests; Reading Tests; Writing Tests; Mathematics Tests; Questionnaires; Social Integration; Emotional Adjustment; Cultural Capital; Family Influence; Mathematics Skills; Reading Skills; Writing Skills; Regression (Statistics); Arithmetic; Predictor Variables; Clinical Diagnosis; Resource Allocation; Austria + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Learning handicap; Lernbehinderung; Intelligence test; Intelligenztest; Lesetest; Writing test; Schreibtest; Fragebogen; Soziale Integration; Emotionale Anpassung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Regression; Regressionsanalyse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Prädiktor; Ressourcenallokation; Österreich
Abstract	Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually seem to have in common is that general cognitive abilities, as measured by standardized IQ tests, are seen as an important aspect of the label. In Austrian schools the diagnosis of LD is largely based on expert opinions provided by special education teachers. The diagnostic procedure is quite unregulated and open to individual interpretation. As a rule, standardized tests are not used in this connection. In the present study the characteristics of children with a diagnosis of LD are evaluated in terms of standardized testing. Thirty-seven pupils diagnosed as having LD and 136 regular school children were assessed at the end of the 5th grade in Austrian schools using standardized tests of intelligence, reading, writing and arithmetic skills and questionnaires regarding social integration in class, emotional integration in school and cultural capital of their families. Compared with a group of pupils without LD, matched for IQ and age, the LD children showed significantly worse basic arithmetic and reading skills, inferior social integration in class and lower familial cultural capital. A stepwise logistic regression analysis indicated that poor basic arithmetic and reading skills were the strongest predictors of having a diagnosis of LD. Other variables, including IQ, had significantly less weight. The results are seen as indication of the fact that precise guidelines for diagnosing LD in the school system and a transition to a system of evidence-based allocation of resources are urgently needed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10