ERIC Number: EJ1030131
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 77
Ethical and Empirical Considerations in the Identification of Learning Disabilities
Dombrowski, Stefan C.; Gischlar, Karen L.
Journal of Applied School Psychology, v30 n1 p68-82 2014
The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education test standards. The authors also ask the field to consider the evidence regarding the role of response-to-intervention data and cognitive processing assessment in learning disabilities identification as the field continues its move away from the discrepancy model. The absence of an efficient and accurate method of learning disabilities identification may disproportionately affect children of lower socioeconomic status and minorities who may not be able to access services outside of the public school system. The authors posit that consideration of the issues presented in this article should help raise questions and promote fruitful discussion among researchers and practitioners alike regarding ethical assessment practices in identifying learning disabilities. To the authors' knowledge, this is the first time that the field has been formally challenged to consider learning disabilities identification procedures in relation to ethical codes and test standards.
Descriptors: Learning Disabilities, Disability Identification, Ethics, School Psychology, National Standards, Evidence, Response to Intervention, Cognitive Processes, Diagnostic Tests, Intelligence Tests, Decision Making, Data, Classification, Evaluation Problems, Role Perception, Research Problems, Research Needs, Evaluation Methods
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Publication Type: Journal Articles; Reports - General
Education Level: N/A
Authoring Institution: N/A