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Autor/inn/en | Gregg, Noel; Scott, Sally S. |
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Titel | Definition and Documentation: Theory, Measurement, and the Courts. |
Quelle | In: Journal of Learning Disabilities, 33 (2000) 1, S.5-13Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Stellungnahme; Attention Deficit Disorders; Court Litigation; Definitions; Eligibility; Higher Education; Hyperactivity; Learning Disabilities; Models; Research Needs; Theory Practice Relationship Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Rechtsstreit; Begriffsbestimmung; Eignung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hyperaktivität; Learning handicap; Lernbehinderung; Analogiemodell; Forschungsbedarf; Theorie-Praxis-Beziehung |
Abstract | This article examines the research surrounding definitions and selection criteria for learning disabilities and attention deficit/hyperactivity disorder at the postsecondary level. Implications from and for the courts follow a critical analysis of the professional literature. The need for theory-based models to investigate relationships between and within constructs underlying current definitions and eligibility criteria is discussed. (Contains extensive references.) (Author) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |