Literaturnachweis - Detailanzeige
| Autor/inn/en | Bateman, Barbara D.; Chard, David J. |
|---|---|
| Titel | Identifying Students Who Have Learning Disabilities. |
| Quelle | (1995), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Compliance (Legal); Decision Making; Disability Identification; Educational Diagnosis; Educational Legislation; Elementary Secondary Education; Eligibility; Evaluation Methods; Federal Legislation; Interdisciplinary Approach; Learning Disabilities; Student Evaluation; Teamwork |
| Abstract | This paper opposes the use of discrepancy formulas to identify students with learning disabilities (LD) and stresses the importance of clinical judgment by members of the multidisciplinary evaluation team (MDT). It presents the LD identification procedures required by the Individuals with Disabilities Education Act, examines why formulas are not appropriate for determining a severe discrepancy, and recommends a method of LD identification that is both professionally sound and legally complaint. It begins with a discussion of H. R. Myklebust's 1968 formula to determine "expectancy age." Next it cites legislation and regulations concerning the definition of learning disability and the three-fold determination requirement placed upon the MDT to determine that: (1) a severe discrepancy exists between ability and achievement; (2) the discrepancy is not primarily due to factors other than LD; and (3) the student needs special education. The inappropriateness of the use of discrepancy formulas is supported by citations from the U.S. Office of Education opposing the use of a formula as the sole determiner of eligibility. The paper addresses reasons for the continued use and abuse of formulas and critiques a 1994 proposed formula by R. H. Good which identifies the lowest performing six percent of students, compared to their age and grade peers, to have a severe discrepancy. The paper concludes by emphasizing the importance of the professional qualifications and judgment of MDT team members. Contains seven references. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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