Learning Disabilities

  • Patrick J. Schloss
  • Deborah Gartland
  • Maureen A. Smith
Part of the Applied Clinical Psychology book series (NSSB)

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 Skill 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1987

Authors and Affiliations

  • Patrick J. Schloss
    • 1
  • Deborah Gartland
    • 1
  • Maureen A. Smith
    • 1
  1. 1.Department of Special EducationPennsylvania State University ParkUSA

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