Lessons Learned: Achieving Consensus about Learning Disability Assessment and Diagnosis

Autor/inn/en	Williams, Tricia; Wiener, Judith; Lennox, Carolyn; Kokai, Maria
Titel	Lessons Learned: Achieving Consensus about Learning Disability Assessment and Diagnosis
Quelle	In: Canadian Journal of School Psychology, 37 (2022) 3, S.215-236 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Tricia) ORCID (Wiener, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735221089457
Schlagwörter	Learning Disabilities; Disability Identification; Clinical Diagnosis; Students with Disabilities; Guidelines; Educational Assessment; School Psychologists; Delphi Technique; Evaluation Criteria; Intelligence Tests; Academic Ability; Academic Achievement; Information Dissemination; Standardized Tests + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Richtlinien; Education; assessment; Bewertungssystem; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Delphi-Methode; Intelligence test; Intelligenztest; Schulleistung; Informationsverbreitung; Standadised tests; Standardisierter Test
Abstract	The current paper describes the process used for developing the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities-Consensus Statement and Supporting Documents, and the rationale for some of the decisions. The guidelines were developed by a cross-sectoral working group of psychologists who achieved a consensus on the criteria for diagnosis and the assessment process. We outline key features of the guidelines, describe topics where the group achieved consensus quickly and topics for which there was considerable debate (e.g., intelligence testing, ability/achievement discrepancy, and processing deficits). The group members shared information with each other about topics such as the advantages of early assessment, the importance of formally assessing effort and motivation, and assessment of culturally and linguistically diverse individuals. We conclude with the lessons learned and professional challenges regarding contextual influences on LD assessment and diagnosis and dissemination of research to practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01