Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University.
This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities.
Siegel
L S
LS
Department of Educational Psychology and Special Education, Faculty of Education, University of British Columbia in Vancouver, Canada.
D000328:Adult; D003657:Decision Making; D003937:Diagnosis, Differential; D006233:Persons with Disabilities / Q000145:classification* / Q000331:legislation & jurisprudence*; D004519:Education, Special / Q000592:standards; D004522:Educational Status; D004608:Eligibility Determination; D006801:Humans; D007361:Intelligence Tests; D007603:Jurisprudence; D007859:Learning Disabilities / Q000145:classification* / Q000175:diagnosis*; D011640:Public Policy; D012016:Reference Values; D009626:Terminology as Topic; D014495:Universities