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.
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Schloss, P.J., Gartland, D., Smith, M.A. (1987). Learning Disabilities. In: Frame, C.L., Matson, J.L. (eds) Handbook of Assessment in Childhood Psychopathology. Applied Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0041-8_21
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DOI: https://doi.org/10.1007/978-1-4899-0041-8_21
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