The influence of level of discrepancy on the identification of students with learning disabilities.

This study investigated the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of students with learning disabilities. Subjects were 733 students referred for possible special education services. The results demonstrate that while a slight majority of students who were determined to have learning disabilities manifested a severe discrepancy, much evidence exists to indicate that this criterion is inconsistently applied in making eligibility decisions. The implications of these findings for current practice are discussed.

Identifying students with learning disabilities: the effect of implementing statewide guidelines.

Methods for identifying students with learning disabilities continue to be an area of controversy. The present investigation examined the impact of implementing statewide guidelines for the identification of these students. Data were collected from multidisciplinary team reports on 718 students with learning disabilities who were referred and labeled during the 1983-84 school year (before implementation of statewide learning disability guidelines) and 790 students who were identified during 1987-88 (after implementation of the guidelines). The results of the study revealed that the statewide guidelines significantly changed the characteristics of students who were identified. After the implementation of the guidelines, students with much more severe academic problems were identified. These students were much more likely to have a severe discrepancy and be chronically failing in the regular classroom. However, even with explicit, widely accepted guidelines, approximately one third of all students identified in 1987-88 failed to meet the stated criteria for identification. The implications of these findings for professional practice and future research are discussed.

Factors influencing the identification of black and white students with learning disabilities.

This study examined the differential influence of an IQ cutoff and standard score or regression-based method for determining a severe discrepancy as eligibility criteria for the identification of black and white students with learning disabilities. Subjects were 218 white and 132 black students referred for possible learning disability services. The results of the study demonstrated that the use of a standard score method for determining a severe discrepancy and the use of an IQ cutoff above the range for mental retardation resulted in the disproportionate underrepresentation of black students meeting eligibility criteria. In contrast, when a regression-based method to determine a severe discrepancy was used, along with the absence of an IQ cutoff, no differences were discerned between the two groups. The implications of these findings for current practice are discussed.

Grade retention rates among students with learning disabilities.

This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.

Effects of verbal and written labeling on selective attention of mildly retarded children.

Despite the fact that mentally retarded children have frequently been characterized as being deficient in selective attention, this characteristic has seldom been considered in the development of instructional media for the handicapped. To determine the influence of verbal and written labels on the selective attention to visual materials, retarded children were tested. Under treatment conditions, retarded and normal children located an object more quickly, looked at the object longer, and recognized more of the treatment objects on a recognition-memory task. Information regarding the learning characteristics of retarded children may be simply and effectively applied to development of materials.