Discrepancy Dinosaurs and the Evolution of Specific Learning Disability Assessment

Autor/inn/en	Moores-Abdool, Whitney; Unzueta, Caridad H.; Vazquez Donet, Dolores; Bijlsma, Eduard
Titel	Discrepancy Dinosaurs and the Evolution of Specific Learning Disability Assessment
Quelle	In: Journal of the Scholarship of Teaching and Learning, 8 (2008) 2, S.75-83 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Alternative Assessment; Learning Disabilities; Disability Identification; Educational Diagnosis; Outcomes of Treatment; Disproportionate Representation; Minority Groups; Special Needs Students; Referral; Federal Legislation; Trend Analysis; Intervention; Clinical Psychology + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Pedagogical diagnostics; Pädagogische Diagnostik; Ethnische Minderheit; Sonderpädagogischer Förderbedarf; Bundesrecht; Trendanalyse; Klinische Psychologie
Abstract	Identifying Specific Learning Disability (SLD) has been an arduous task. Until IDEA 2004, diagnosing SLD was limited to IQ discrepancy models lacking in both empirical evidence and contributing to minority over-representation. This paper examines the history of SLD assessment, the phenomena of minority over-representation, and the implementation of Response to Intervention, (RtI) and other alternate assessment for SLD. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10