Year: 1983
Type: article
Study design: Observational Study
Abstract: The purpose of the study was to evaluate the process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements: (a) a representative sample of 1,000 cases were analyzed both quantitatively and qualitatively; (b) extensive questionnaires were administered to professionals involved in LD identification; (c) definitions and assessment procedures were evaluated. Only 28% of the LD cases met strict criteria for LD; another 15% showed weak signs of the handicap. The remaining 57% currently in1 LD programs were better described by other indicators such as non-English dominant (7%), other handicaps (10%), slow learners (11%), minor behavior problems (4%), etc. The costs of LD identification were found to be excessive; each year almost half of the resources available for LD pupils was spent on assessment and staffing. Policy implications are discussed.
Source: Learning Disability Quarterly
DOI: 10.2307/1510789
Authors: Lorrie A. Shepard, Mary Lee Smith
Institution: University of Colorado Denver
Language: English
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W2012223725