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Operationalizing a definition of learning disabilities

S F Shaw1, J P Cullen, J M McGuire

  • 1University of Connecticut, School of Education, Storrs 06269-2064, USA.

Journal of Learning Disabilities
|November 1, 1995
PubMed
Summary
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Concerns about the definition of learning disabilities (LD) persist. This study examines the discrepancy model

Area of Science:

  • Education
  • Psychology
  • Neuroscience

Background:

  • The definition of learning disabilities (LD) has been a persistent challenge in educational and psychological research.
  • Previous efforts to clarify the LD label have faced significant debate.
  • The discrepancy model, a common diagnostic tool, has shown questionable utility.

Purpose of the Study:

  • To document past, present, and future concerns surrounding the definition of learning disabilities (LD).
  • To critically evaluate research on clarifying the LD label, focusing on the discrepancy model.
  • To present and apply an operational approach to the NJCLD definition of LD.

Main Methods:

  • Literature review of historical and current research on learning disabilities definitions.

Related Experiment Videos

  • Critical analysis of the discrepancy model's effectiveness and limitations.
  • Development and application of a framework to operationalize the National Joint Committee on Learning Disabilities (NJCLD) definition.

    • Main Results:

    • Identified ongoing challenges and evolving perspectives in defining learning disabilities.
    • Highlighted the limitations and questionable utility of the discrepancy model in diagnosing LD.
    • Demonstrated a viable method for applying the NJCLD definition in practice.

    Conclusions:

    • The definition of learning disabilities requires ongoing attention and refinement.
    • Alternative approaches beyond the discrepancy model are necessary for accurate LD identification.
    • Operationalizing established definitions like the NJCLD's is crucial for consistent and effective practice.