|
Sign In to gain access to subscriptions and/or personal tools.
|
Issues in the Definition and Diagnosis of Learning DisabilitiesA Perspective on Guckenberger v. Boston University
Linda S. Siegel
This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities.
Journal of Learning Disabilities, Vol. 32, No. 4,
304-319 (1999)
DOI: 10.1177/002221949903200405
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
W. A. Lindstrom Jr., J. H. Lindstrom, C. Coleman, J. Nelson, and N. Gregg
The Diagnostic Accuracy of Symptom Validity Tests when Used with Postsecondary Students with Learning Disabilities: A Preliminary Investigation
Arch Clin Neuropsychol,
November 1, 2009;
24(7):
659 - 669.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
P. A. McDermott, M. M. Goldberg, M. W. Watkins, J. L. Stanley, and J. J. Glutting
A Nationwide Epidemiologic Modeling Study of LD: Risk, Protection, and Unintended Impact
J Learn Disabil,
June 1, 2006;
39(3):
230 - 251.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Barrera
Roles of Definitional and Assessment Models in the Identification of New or Second Language Learners of English for Special Education
J Learn Disabil,
April 1, 2006;
39(2):
142 - 156.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. K. Vukovic and L. S. Siegel
The Double-Deficit Hypothesis: A Comprehensive Analysis of the Evidence
J Learn Disabil,
February 1, 2006;
39(1):
25 - 47.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. K. Giovingo, B. E. Proctor, and F. Prevatt
Use of Grade-Based Norms Versus Age-Based Norms in Psychoeducational Assessment for a College Population
J Learn Disabil,
February 1, 2005;
38(1):
79 - 85.
[Abstract]
[PDF]
|
|
|
|
|
|
|
O. E. Hetzroni and B. Shrieber
Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom
J Learn Disabil,
April 1, 2004;
37(2):
143 - 154.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. Mee Bell, R. S. McCallum, and E. A. Cox
Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures to Identify Reading Disabilities
J Learn Disabil,
December 1, 2003;
36(6):
505 - 516.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. H. Kroesbergen, J. E. H. Van Luit, and J. A. Naglieri
Mathematical Learning Difficulties and PASS Cognitive Processes
J Learn Disabil,
December 1, 2003;
36(6):
574 - 582.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. Proctor and F. Prevatt
Agreement Among Four Models Used for Diagnosing Learning Disabilities
J Learn Disabil,
October 1, 2003;
36(5):
459 - 466.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. L. Sparks, L. Philips, and J. Javorsky
Students Classified as LD Who Petitioned for or Fulfilled the College Foreign Language Requirement Are They Different?: A Replication Study
J Learn Disabil,
August 1, 2003;
36(4):
348 - 362.
[Abstract]
[PDF]
|
|
|
|
|
|
|
T. D. Warner, D. E. Dede, C. W. Garvan, and T. W. Conway
One Size Still Does Not Fit All in Specific Learning Disability Assessment Across Ethnic Groups
J Learn Disabil,
December 1, 2002;
35(6):
501 - 509.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Gordon, L. Lewandowski, K. Murphy, and K. Dempsey
ADA-Based Accommodations in Higher Education: A Survey of Clinicians About Documentation Requirements and Diagnostic Standards
J Learn Disabil,
August 1, 2002;
35(4):
357 - 363.
[Abstract]
[PDF]
|
|
|
|
|
|
|
W. Van den Broeck
The Misconception of the Regression-Based Discrepancy Operationalization in the Definition and Research of Learning Disabilities
J Learn Disabil,
May 1, 2002;
35(3):
194 - 204.
[Abstract]
[PDF]
|
|
|
|
|
|
|
N. M. Hatzes, H. B. Reiff, and M. H. Bramel
The Documentation Dilemma: Access and Accommodations for Postsecondary Students with Learning Disabilities
Assessment for Effective Intervention,
January 1, 2002;
27(3):
37 - 52.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. A. Reiter
Reading Disabilities Related to Word Recognition: Underlying Deficits and Diagnostic Approaches
Canadian Journal of School Psychology,
January 1, 2002;
17(1):
65 - 84.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. A. Pentyliuk
Parental Perceptions of the Affects of Learning Disabilities Assessment on Family Adaptation
Canadian Journal of School Psychology,
January 1, 2002;
17(2):
15 - 29.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. J. Fawcett, R. I. Nicolson, and F. Maclagan
Cerebellar Tests Differentiate Between Groups of Poor Readers With and Without IQ Discrepancy
J Learn Disabil,
March 1, 2001;
34(2):
119 - 135.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Gordon, L. Lewandowski, and S. Keiser
The LD Label for Relatively Well-Functioning Students: A Critical Analysis
J Learn Disabil,
November 1, 1999;
32(6):
485 - 490.
[Abstract]
[PDF]
|
|
|
|
|
