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ERIC Number: EJ963175
Record Type: Journal
Publication Date: 2012-Mar
Pages: 23
Abstractor: As Provided
Reference Count: 104
ISSN: ISSN-0829-5735
Easier Said than Done: Operationalizing the Diagnosis of Learning Disability for Use at the Postsecondary Level in Canada
Harrison, Allyson G.; Holmes, Alana
Canadian Journal of School Psychology, v27 n1 p12-34 Mar 2012
A Canadian context for the diagnosis of students with specific learning disabilities (LD) was investigated in the present literature review. A systematic review of the literature was undertaken to determine the current and best practices in this field. Overall, no agreed upon definition of LD was identified, although core similarities in definitions were noted. Furthermore, recent research shows that many psychological assessments fail to adhere to any one definition when making this diagnosis, and as a result the diagnosis may or may not reflect the presence of a permanent disability that impairs academic functioning at the postsecondary level. There is, therefore, a need to adopt a consistent, evidence-based approach to diagnosis of LD in Canada. Recommendations regarding best practices and appropriate criteria for diagnosis of LD are discussed. (Contains 1 note and 2 tables.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada