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ERIC Number: EJ667621
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0279-6015
Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities?
Peterson, Kristin M. H.; Shinn, Mark R.
School Psychology Review, v31 n4 p459-76 2002
Examines which of three types of severe discrepancy approaches best accounted for students' identification as learning disabled (LD). Results showed that the best explanation for school-based LD identification practices was a relative achievement discrepancy. Implications of these findings for LD identification practice based on an ecological perspective are discussed. (Contains 52 references and 5 tables.) (GCP)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A