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Related Experiment Videos

The LD label for relatively well-functioning students: a critical analysis.

M Gordon1, L Lewandowski, S Keiser

  • 1SUNY Health Science Center, Syracuse, NY 13210, USA.

Journal of Learning Disabilities
|October 30, 2004
PubMed
Summary
This summary is machine-generated.

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The number of students with learning disabilities in higher education has grown, prompting debate on legal versus clinical definitions for services. Ensuring fair access while preserving resource integrity is crucial for students with disabilities.

Area of Science:

  • Education Policy
  • Disability Studies
  • Higher Education

Background:

  • Increased identification of learning disabilities since the 1970s has led to a rise in affected students in postsecondary education.
  • Legal frameworks like the Americans with Disabilities Act and Section 504 of the Vocational Rehabilitation Act ensure civil rights for students with disabilities in higher education.
  • These laws protect individuals with substantial limitations in major life activities compared to the general population.

Purpose of the Study:

  • To explore the disparity between legal and clinical definitions of learning disabilities in the context of postsecondary education.
  • To examine the debate surrounding the appropriate standard for identifying students with learning disabilities.
  • To analyze the potential consequences of extending services to students without significant academic impairment.

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Main Methods:

  • This study involves a critical review of existing legal definitions and clinical diagnostic criteria for learning disabilities.
  • Analysis of policy documents and relevant legislation pertaining to disability rights in higher education.
  • Discussion of the implications of differing definitions on resource allocation and diagnostic credibility.

Main Results:

  • A significant gap exists between the broad legal definition of disability and the clinical definition, which often includes academic underachievement relative to intellectual potential.
  • This definitional disparity fuels debate on the most equitable and accurate criteria for identifying students needing support.
  • Concerns exist that broadening eligibility may strain resources and impact the validity of learning disability diagnoses.

Conclusions:

  • The divergence in definitions necessitates a careful consideration of eligibility standards for learning disability services in higher education.
  • Balancing the provision of accommodations with the responsible stewardship of resources is essential.
  • Further dialogue is needed to establish consistent and appropriate criteria for supporting students with learning disabilities.