Learning Disabilities Definitions and Criteria Used by State Education Departments
| Autor: | Cecil D. Mercer, Ann R. Mercer, LuAnn Jordan, David H. Allsopp |
|---|---|
| Rok vydání: | 1990 |
| Předmět: |
Medical education
Operationalization 05 social sciences Psychological intervention 050301 education Education Behavioral Neuroscience Trend analysis Conceptual framework Component (UML) General Health Professions Learning disability Mathematics education medicine 0501 psychology and cognitive sciences State (computer science) medicine.symptom Psychology 0503 education Identification criteria 050104 developmental & child psychology |
| Zdroj: | Learning Disability Quarterly. 13:141-152 |
| ISSN: | 2168-376X 0731-9487 |
| DOI: | 10.2307/1510657 |
| Popis: | This article reports the results of a survey of the 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures. A conceptual framework consisting of eight components was used in analyzing the definitions and identification criteria. Results show the continued effect of the 1977 federal definition and criteria while revealing variations in state definitions and criteria. For example, several state definitions now include the neurological component, and use of discrepancy criteria is increasing. To determine current trends, the data are compared with those from a similar survey published in 1990. Findings are discussed in terms of trends, prereferral interventions, and noncategorical identification. |
| Databáze: | OpenAIRE |
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