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Teacher Perceptions of Differences Among Elementary Students With and Without Learning Disabilities in Referred Samples

Thomas Oakland PhD, is professor of educational psychology and director of the Learning Abilities Center. He has authored numerous books and articles on children and youth. Address: Thomas Oakland, 252 Education Building, The University of Texas, Austin, Texas 78712–1299

Mark D. Shermis

Mark D. Shermis PhD, is an assistant professor within the Department of Educational Psychology. His research interests include measurement and evaluation, computer adaptive testing, and survey research.

Maggie Coleman

Maggie Coleman PhD, is research coordinator of the Learning Abilities Center. She has authored a text book on behavior disorders and coauthored a personality test for children. Her research interests include identification and assessment of children with learning disabilities and behavior disorders. All three authors are affiliated with The University of Texas at Austin.

Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.

Journal of Learning Disabilities, Vol. 23, No. 8, 499-505 (1990)
DOI: 10.1177/002221949002300808


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