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Related Experiment Videos

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

J McLeskey1, N L Waldron

  • 1Department of Curricuhum and Teacher Education, Indiana University, Bloomington 47405.

Journal of Learning Disabilities
|October 1, 1991
PubMed
Summary

Statewide guidelines for identifying students with learning disabilities led to identifying students with more severe academic issues. However, many identified students still did not meet the criteria, indicating persistent challenges in learning disability identification.

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Identifying students with learning disabilities is a complex and controversial issue.
  • Previous methods lacked consistency, leading to varied identification practices.

Framework:

  • This study evaluated the impact of implementing statewide guidelines for learning disability identification.
  • Data were collected from multidisciplinary team reports before and after guideline implementation.

Implementation:

  • The study compared 718 students identified before (1983-84) and 790 after (1987-88) statewide guidelines.
  • Analysis focused on changes in student characteristics post-guideline implementation.

Implications:

  • Statewide guidelines resulted in identifying students with more severe academic problems and chronic classroom failure.

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  • Despite guidelines, approximately one-third of identified students did not meet criteria, highlighting ongoing issues in special education identification.
  • Findings suggest a need for refining identification protocols and further research into effective practices for students with learning disabilities.