Classification and Dynamic Assessment of Children with Learning Disabilities

Abstract

Before discussing issues related to the classification of children suspected of having LD, some understanding of how to define these children is necessary.Most studies published in psychological, educational, and neuropsychological journals define a person with a learning disability as an individual with at least average ability to process and retrieve some information from their environment who unexpectedly have difficulty performing at their age level on specific cognitive or academic tasks.These individuals exhibit performance on general intelligence tests comparable to children their own age, but they have problems on academic tasks (reading, mathematics) that make heavy demands on either specific low-order processes (e.g., nonword reading tasks that rely on phonological codes) or higher-order processes (e.g., problem solving tasks that rely on metacognition).The discrepancy between their average ability to retain and retrieve global information about their environment on intelligence tests and their impairment on isolated processes is assumed to be a result of a cognitive/neurological constraint or inefficiency.This constraint or FOCUSOO Excentlonal childrenISSN 0015-51 lX FOCUS ON EXCEPTIONAL CffiLDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children.This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CUE) and the quarterly index, Exceptional Children Education Resources (ECER).The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.It is also available in microfilm from Xerox University Microfilms, Ann Arbor, MI.Subscription rates: Individual, $30 per year; institutions,

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