Classifying children as ld: An analysis of current practice in an urban setting

Susan F. Tomasi, Sharon L. Weinberg

Research output: Contribution to journalArticlepeer-review

Abstract

A large number of states have continued to include a discrepancy criterion in their regulations for determining a child's learning disability status even though researchers have raised questions regarding the appropriateness of discrepancy formulas and the ability of clinicians to apply such formulas to quantitative data. Given the problems raised with the discrepancy model approach, one must question to what extent clinicians are, in fact, making decisions based upon this approach. This study sought to answer this question using data from 105 case files of predominantly African American children who had been classified as LD in a large, inner-city public school district and who had been receiving special education services for at least three years. Data are evaluated at both initial and triennial evaluations. Implications of results are discussed as are suggestions for future research. Requests for reprints should be addressed to: Sharon Weinberg, School of Education, New York University, 239 Greene Street, New York, NY 10003.

Original languageEnglish (US)
Pages (from-to)31-42
Number of pages12
JournalLearning Disability Quarterly
Volume22
Issue number1
DOIs
StatePublished - 1999

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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