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Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach
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Pullen, Paige C.; Ashworth, Kristen E.; Ryoo, Ji Hoon – Learning Disability Quarterly, 2020
We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education's Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a…
Descriptors: Incidence, Disability Identification, Students with Disabilities, Learning Disabilities
Identification and Overidentification of Special Learning Disabilities (Dyslexia) in Greece
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Anastasiou, Dimitris; Polychronopoulou, Stavroula – Learning Disability Quarterly, 2009
The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6-18, was slightly higher than 1%. Compared to the corresponding percentages from the United States…
Descriptors: Learning Disabilities, Dyslexia, Disproportionate Representation, Foreign Countries
Do State Methods of Quantifying a Severe Discrepancy Result in Fewer Students with Learning Disabilities?
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Finlan, Thomas G. – Learning Disability Quarterly, 1992
This study found that states with low percentages of students identified as learning disabled (LD) used a diagnostic method for determining a severe discrepancy, whereas few states identifying the most students used such a method. Use of a method to determine a severe discrepancy may reduce inappropriate labeling of students as LD. (Author/JDD)
Descriptors: Disability Identification, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
An Evaluation of the Identification of Learning Disabled Students in Colorado.
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Shepard, Lorrie A.; Smith, Mary Lee – Learning Disability Quarterly, 1983
The process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements were evaluated. A representative sample of 1,000 students were analyzed both quantitatively and qualitatively, and extensive questionnaires were administered to LD teachers, principals, and other professionals involved in LD…
Descriptors: Definitions, Diagnostic Tests, Disability Identification, Elementary Secondary Education