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Operationalizing a Definition of Learning DisabilitiesStan F. Shaw is a professor of special education in the Educational Psychology Department at the University of Connecticut in Storrs. He is co-director of the Postsecondary Education Unit of the Pappanikou Center on Special Education and Rehabilitation. His current research interests include postsecondary education programs for students with learning disabilities and educational policy and law.
Joseph P. Cullen recently completed his doctorate in special education at the University of Connecticut and is the assistant director of education for the Children's Home of Cromwell, Connecticut. His research interests include independence and autonomy among students with special needs, diagnosis and treatment of specific learning disabilities, and effective interventions for students with emotional and behavioral disorders.
Joan M. McGuire is the director of the University of Connecticut Program for College Students with Learning Disabilities and an associate professor in the Educational Psychology Department. She also directs the Connecticut Postsecondary Disability Technical Assistance Center at the university and serves as co-director of the Postsecondary Education Unit. Her research interests include postsecondary learning disability program development and evaluation, staff training, and strategies to promote independence among college students with learning disabilities.
Loring C. Brinckerhoff is the director of the Learning Disabilities Support Services Office at Boston University, a member of the special education faculty at Tufts University, and president of the Association on Higher Education and Disability (AHEAD). He specializes in programming for college students with learning disabilities, the legal rights of adults with learning disabilities, and program evaluation. Address: Stan F. Shaw, University of Connecticut, School of Education, U-64, 249 Glenbrook Road, Storrs, CT 06269--2064. Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.
Journal of Learning Disabilities, Vol. 28, No. 9,
586-597 (1995) This article has been cited by other articles:
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