Qualitative Differences in Learning Disabilities across Postsecondary Institutions

Autor/inn/en	Weis, Robert; Sykes, Lauryn; Unadkat, Devanshi
Titel	Qualitative Differences in Learning Disabilities across Postsecondary Institutions
Quelle	In: Journal of Learning Disabilities, 45 (2012) 6, S.491-502 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411400747
Schlagwörter	Learning Disabilities; Qualitative Research; Postsecondary Education; Psychoeducational Methods; Academic Accommodations (Disabilities); Evaluation Criteria; Eligibility; Individual Differences; Disability Identification; Educational Diagnosis; Diagnostic Tests; Undergraduate Students; Cognitive Ability; Achievement Tests; Demography; Institutional Characteristics + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Qualitative Forschung; Post-secondary education; Tertiäre Bildung; Eignung; Individueller Unterschied; Pedagogical diagnostics; Pädagogische Diagnostik; Diagnostic test; Diagnostischer Test; Denkfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Demografie
Abstract	Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students' postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability-achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors' findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students. (Contains 1 note and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10