Literaturnachweis - Detailanzeige
| Autor/inn/en | Algozzine, Bob; und weitere |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities. |
| Titel | Identifying Children with Learning Disabilities: When Is a Discrepancy Severe? [Report No.: IRLD-RR-47 |
| Quelle | (1980), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Definitions; Elementary Education; Federal Legislation; Handicap Identification; Learning Disabilities |
| Abstract | 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 identification decisions, resulting in 24 children labeled as learning disabled (LD) were based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery. These decisions did not correlate with decisions based on application of the Federal definitions which indicate that the LD must be severe. (Author/CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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