Discrepancy between definitions of learning disabilities and school practices: an empirical investigation.
Students referred by general education teachers to school study teams (SSTs) were evaluated for learning disabilities (LD) eligibility. We classified children as LD on the basis of a WISC-III Full Scale IQ of 82 or higher and a 22-point discrepancy between IQ and any WRAT-R achievement score. Resear...
| Published in: | Journal of Learning Disabilities Vol. 31; no. 4; pp. 314 - 327 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
Jul/Aug1998
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| Online Access: | View this record in EBSCOhost |