ERIC Number: ED458758
Record Type: Non-Journal
Publication Date: 2001-Aug
Reference Count: N/A
Discrepancy Models in the Identification of Learning Disability. Executive Summary.
Kavale, Kenneth A.
This paper reviews issues surrounding the use of discrepancy in identifying learning disabilities. Since 1976, it argues, discrepancy has been the primary criterion for defining learning disabilities in practice. In a psychometric and statistical sense, however, issues about the best means for calculating a discrepancy remain problematic. Another issue involves divergent findings about how systematically and rigorously the discrepancy criterion has been applied in practice. Despite these issues, the paper demonstrates that learning disability can be reliably differentiated from other conditions and that discrepancy is a major factor in demonstrating the differences. The paper provides information relevant to these issues in seven sections: (1) discrepancy concepts; (2) quantifying ability-achievement discrepancy; (3) discrepancy and the identification of learning disability; (4) discrepancy, learning disability, and low achievement; (5) learning disability and intelligence; (6) quantitative or qualitative differences in learning disability and low achievement; and (7) the status of discrepancy in the identification of learning disability. The paper concludes that discrepancy remains a useful component for learning disability identification; however, discrepancy should not be the sole criterion in identification. It is argued that discrepancy models should be used as part of a more comprehensive identification process. (CR)
Descriptors: Classification, Clinical Diagnosis, Disability Identification, Educational Practices, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Learning Disabilities, Performance Based Assessment, Student Evaluation, Symptoms (Individual Disorders)
For full text: http://www.air.org/ldsummit/.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A