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ERIC Number: ED228827
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Public-Policy Implications of Different Definitions of Learning Disabilities.
Epps, Susan; And Others
A study involving 48 school-identified learning disabled (LD) and 96 nonLD elementary students investigated the numbers of students identified by three kinds of LD definitions: ability-achievement discrepancy, low achievement, and scatter. Relationships between each definition and actual school classification were also examined. Data from a battery of psychoeducational tests were used to classify each child as LD or nonLD according to each of 14 operational definitions. Results indicated that various definitions of LD identify significantly different numbers of students. Percentages of students identified ranged from 5.3 to 69.6, with a median of 29.5. The three categories of definitions did not discriminate LD and nonLD children consistently. Within the study's limitations, the authors predict continued confusion in the field of LD. (Author/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.