Researchers, policy makers, and teacher trainers, who were identified by peers as being on the "cutting edge" of research and programming in learning disabilities, responded to surveys in 1975 (N=91) and 1981 (N=149). In both surveys the "experts" generally endorsed learning disabilities as a viable classification and asserted…

The extent to which identification as learning disabled is a function of the definition used and the extent to which different classifications would result from use of different definitions were examined in a study involving 51 students (6 to 12 years old) referred for psychological evaluation as a result of academic difficulties. The school…

The paper summarizes several approaches to the identification of learning disability and then discusses the nature of learning disability in the context of competing hypotheses as possible explanations of insufficient or unsatisfactory achievement. Because learning disability may only be inferred as a cause of unsatisfactory learning, the…

Three types of definitions of learning disabilities (LD) (ability-achievement discrepancy, low achievement, and scatter) were examined to determine the extent of common variance within 48 school-identified LD children and 96 nonLD children (all elementary students). Both samples had previously been administered a battery of psychoeducational…

A study involving 48 school-identified learning disabled (LD) and 96 nonLD elementary students investigated the numbers of students identified by three kinds of LD definitions: ability-achievement discrepancy, low achievement, and scatter. Relationships between each definition and actual school classification were also examined. Data from a…

In response to Hallahan et al, the authors suggest that variability in prevalence is a function of the methods used to examine prevalence differences and that the effect specific discrepancy criteria for learning disabilities have on the number of students identified is the critical issue. (Author/DB)

Investigation of the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of 733 students as learning disabled found only a slight majority of labeled students manifesting a severe discrepancy suggesting this criterion is inconsistently applied in making…

A national sample of 118 teachers of learning disabled (LD) students described their school districts' criteria for identifying LD students and indicated their agreement or disagreement with the criteria. Four basic categories of definitions were reflected in the categories provided by the 118 teachers: ability-achievement discrepancy, achievement…

The article looks at the concept of discrepancy between ability and achievement in conceptualizations of learning disabilities. Comparison of ability and achievement scores found generally small average discrepancies, though some wide ranges were evident. Implications of the findings for current and future use of discrepancies as estimators of…

This article reviews the efforts made since 1962 to define learning disabilities, discusses 11 prominent definitions, identifies important conceptual elements on which the definitions differ, and calls for a consensual acceptance of the National Joint Committee on Learning Disabilities definition. (PB)

This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as…

Assessment batteries of 200 elementary children with learning disabilities were analyzed to identify practices associated with the use of individual intelligence and achievement tests. Among conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the Wechsler scale, and do not have severe…

The report examines current problems in assessing and identifying learning disabled students and recommends practices to solve those problems. An initial chapter reviews the reasons for misidentification of this population. Section I presents a summary of identification practices drawn from guidelines of 50 state educational agencies, the District…

Designed by the Bloomfield Hills (Michigan) multidisciplinary evaluation team, the document suggests procedures and enabling activities to implement the assessment and identification of learning disabled students. Individual sections address five areas (ability, achievement, severe discrepancy, exclusionary clause, and need for special education…

In response to Gresham and Elliott (1989), who concluded that a social skills deficit should not constitute a learning disability, this paper claims that current definitions allow for including social skills deficits. They propose limiting the definition of learning disabilities to intentional learning contexts, thus excluding social skills…