ERIC Number: ED317009
Record Type: RIE
Publication Date: 1989-Feb
Reference Count: N/A
Issues in the Identification of Minority College Students with Learning Disabilities.
Heggoy, Synnove; Grant, Dale
This study examined differences in the manifestation of learning disabilities (LD) between minority and non-minority students at a southeastern public college. Profiles of non-minority and minority college students not previously identified as learning disabled and with a history of academic difficulty were compared. Among trends noted in both groups included flat profiles showing little discrepancy between verbal and performance intelligence test scores and a 50% incidence of females, higher than usually found in LD populations. Trend differences between minority and non-minority groups included: age (minority students tended to be older); attendance at multiple postsecondary institutions (50% of minority students but only 17% of non-minority students had attended a previous institution); sex (33% of non-minority students and 66% of minority students were female); and reason for evaluation (more minority students (66%) sought evaluation based on multiple failures on the Regents Tests as opposed to problems in the classroom setting, while for non-minority students the percentages were reversed). Includes four references. (DB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference of the Association for Children and Adults with Learning Disabilities (Miami Beach, FL, February 15-18, 1989).