ERIC Number: EJ771663
Record Type: Journal
Publication Date: 2007-Aug
Reference Count: 29
International Approaches to Learning Disabilities: More Alike or More Different?
Sideridis, Georgios D.
Learning Disabilities Research & Practice, v22 n3 p210-215 Aug 2007
This special issue deals with the identification and remediation criteria/practices employed in several countries regarding learning disabilities (LD). An analysis of the identification criteria suggests that most countries follow early law mandates of the United States (e.g., PL 94-142) regarding the definition of the disorder and use the classical discrepancy between potential and achievement model for identification purposes (with few exceptions). Several countries reported the absence of standardized assessments and experts who can deal with the disorder, a fact that is more prominent in countries that have to deal with the education of minority/immigrant groups. Multicultural, political, linguistic, and economic factors seemed to influence both the identification practices and also the remediation services (quality and availability). By closely examining the factors deemed important for students with LD, it was obvious that most authors pointed to the importance of socio-emotional variables. I concluded that these latter factors may be accountable, to a large extent, for the experience of students with LD at school and close attention needs to be paid to them.
Descriptors: Identification, Remedial Instruction, Learning Disabilities, International Studies, Comparative Education, Evaluation Criteria, Academic Accommodations (Disabilities), Policy Analysis, Performance Factors, Correlation, Meta Analysis, Special Needs Students
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Publication Type: Journal Articles; Reports - General
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act