Abstract
Diagnostic procedures used to identify children (grades K-6) with learning disabilities in 14 school districts were studied and compared. The degree of uniformity in procedures for initial referral, testing, and diagnostic criteria, as well as differences in the selection of testing instruments by various districts were examined. Information was gathered through individual interviews with school personnel involved in the assessment of learning disabled children within each district. Although some similarities existed between districts, uniformity was lacking in important areas such as test selection, extent of testing, and cutoff scores on intelligence and other tests. These findings are discussed in terms of their implications for the reliability of diagnoses across districts, as well as their meaning for researchers in the field.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
