Modeling the condition of learning disabilities on post‐secondary populations

Abstract

The field of learning disabilities has experienced an accelerated prevalence rate that has increased the range of services offered to learning disabled students, the number and type of learning disabilities, the variety of settings in which the learning disabled are identified and served, and the assessment practices followed in classifying ID students. Current practices, which emphasize the role of clinical judgment, have resulted in a heterogeneous group of students being classified as learning disabled. The lack of a conceptual and empirical model has resulted in an over reliance on self‐fulfilling clinically based classification models. The authors argue that major conceptual issues must be addressed as a requisite to equitable identification procedures (and reducing the diversity in the LD population). Relevant findings from identification research and parameters are presented to assis,t service agencies in developing a model of LD in the post‐secondary population.

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