ERIC Number: ED203592
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Identifying Children with Learning Disabilities: When Is a Discrepancy Severe?
Algozzine, Bob; And Others
The extent to which identification as learning disabled is a function of the definition used and the extent to which different classifications would result from use of different definitions were examined in a study involving 51 students (6 to 12 years old) referred for psychological evaluation as a result of academic difficulties. The school identification decisions, resulting in 24 children labeled as learning disabled (LD) were based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery. These decisions did not correlate with decisions based on application of the Federal definitions which indicate that the LD must be severe. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Note: For related documents, see EC 132 869-874.