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ERIC Number: ED427468
Record Type: Non-Journal
Publication Date: 1998
Pages: 25
Abstractor: N/A
Reference Count: N/A
Issues in the Application of Aptitude-Achievement Discrepency as a Criteria for Classifying Students Learning Disabled.
Spinelli, Cathleen G.
This study examined whether discrepancy between aptitude and achievement is used to determine eligibility in the classification of learning disabilities. Test scores of 50 middle and high school students from eight school districts were used to determine whether Federal Code eligibility criteria were used to determine initial eligibility for classification and/or for the reevaluation following 3 years of special education services. Results indicated that not only were students initially classified as learning disabled with minimal or no discrepancies, but their classification was maintained when they were re-evaluated. The data also suggest that when students with minimal discrepancies are classified and placed in special education classes, their performance scores on standardized intelligence tests tend to decrease. Discussion focuses on the inconsistency of eligibility requirements, the effects this inconsistency has on programming, and the educational and social-emotional implications for students. (Contains 31 references.) (Author/DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A