Teacher Perceptions of Identification Criteria Emphasized in Initial Learning Disabilities Placement

Abstract

There has been little research on the identification criteria that staffing teams emphasize when students are placed in LD programs. In this study, questionnaires were sent to a random sample of LD teachers. The teachers were asked to provide demographic data and to identify the degree of emphasis placed on identification criteria in their most recent staffing that resulted in an initial LD placement. The greatest emphasis was placed on intraindividual variability, achievement-potential discrepancy, below grade level in academic achievement, and exclusion of other handicapping conditions. Less emphasis was placed on processing deficits and neurological dysfunction. Teachers serving only the LD category rather than multicategorical teachers serving many disabilities reported significantly more emphasis on processing deficits, neurological involvement, and absence of other handicapping conditions than did multicategorical teachers. Significant F-ratios were obtained for two of five analyses of variance applied to mean emphasis on processing deficits.

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