Abstract
The area of learning disabilities has grown from being the newest entry into the field of special education to being the highest service-delivery area. Currently, one-fourth of those public school students identified as handicapped are classified as learning-disabled (McKinney & Feagans, 1983). Unfortunately, this expansion has been accompanied by considerable controversy regarding both the definition of a learning disability and the procedure used for its diagnosis and assessment. The purpose of this chapter is twofold. The first purpose is to present and critically review prominent definitions of a learning disability. The second is to discuss and evaluate formal and informal procedures for diagnosing learning-disabled students. The overall goal of the chapter is to suggest a diagnostic and assessment regimen that will enhance services to learning-disabled persons in educational and clinical settings.
Keywords
Interobserver Agreement Learning Disability Learn Disability Apply Behavior Analysis Component SkillPreview
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