Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives
- 1 November 1979
- journal article
- research article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 2 (4) , 25-31
- https://doi.org/10.2307/1510822
Abstract
According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.Keywords
This publication has 4 references indexed in Scilit:
- A Formula-based Classification of Learning Disabled ChildrenJournal of Learning Disabilities, 1978
- Definitions of Learning Disabilities Used in the United StatesJournal of Learning Disabilities, 1976
- An Approach to Operationalizing the Definition of Learning DisabilitiesJournal of Learning Disabilities, 1976
- Use of Deficits to Identify the Learning DisabledExceptional Children, 1973