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ERIC Number: EJ946890
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 101
ISSN: ISSN-1940-4158
A Contemporary Review of the Definition, Prevalence, Identification and Support of Learning Disabilities in Australian Schools
Skues, Jason L.; Cunningham, Everarda G.
Australian Journal of Learning Difficulties, v16 n2 p159-180 2011
Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities, emotional disturbance, cultural or economic disadvantage or inappropriate teaching. The purpose of this review was to provide school communities including principals, classroom teachers, other professionals, parents and students with a contemporary review of the definition, prevalence, identification and support of LDs. In particular, this review highlights the confusion surrounding the definition of LDs and how this has impacted on estimates of the prevalence of LDs, as well as current identification methods used in Australian schools. The various methods used to support students with LDs in schools are discussed. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia