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ERIC Number: ED218852
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Learning Disabilities as a Subset of School Failure: The Oversophistication of a Concept.
Algozzine, Bob; Ysseldyke, James
Psychometric test performances of two groups of school children were analyzed: 80 fourth graders, 40 of whom had been identified by their school district as learning disabled (LD); and 51 children referred for "possible LD placement" and diagnosed LD or not LD by school district personnel applying a severe discrepancy criteria. Results of the Wechsler Intelligence Scale for Children-Revised (WISC-R), Peabody Individual Achievement Test (PIAT), Behavior Problem Checklist, and Bender Visual-Motor Gestalt Test revealed few differences other than on selected achievement scores. Many of the LD children did not meet federal definition guidelines; many low achieving children were "LD" by these same decision rules. It was concluded that reliance on unspecified degrees of discrepancy between ability and achievement is deceiving and may be ill-founded as a basis for determining a separate category of children to receive special education services. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers: Discrepancy Measure