ERIC Number: EJ804241
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 71
Recommended Best Practices for the Early Identification and Diagnosis of Children with Specific Learning Disabilities in Ontario
Harrison, Allyson G.
Canadian Journal of School Psychology, v20 n1-2 p21-43 2005
Despite the importance of early intervention for most disorders to minimize potential deleterious lifetime effects for the individuals concerned, there is currently no universally accepted protocol for the early screening, identification, and assessment of specific learning disabilities, and no consistent age at which initial diagnosis occurs. In Ontario, as well as in other jurisdictions, the distinction between key terms, such as "identification" and "diagnosis", for the sake of service provision and funding in the school system is often not clearly understood. This article presents a rationale and recommended best practice procedures for the screening, identification, and diagnosis of specific learning disabilities in Ontario for children aged 4 to 8 years. A clarification of key terms, challenges to diagnostic accuracy, and implications of recommended improvements to current practice are articulated.
Descriptors: Disability Identification, Clinical Diagnosis, Learning Disabilities, Young Children, Evaluation, Early Intervention, Problems, Screening Tests, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada