A national sample of 118 teachers of learning disabled (LD) students described their school districts' criteria for identifying LD students and indicated their agreement or disagreement with the criteria. Reported criteria were characterized by variability, even within states, as were the teachers' stated agreement or disagreement with them. Implications of the continuing definitional crisis in the area of learning disabilities are explored.
|Original language||English (US)|
|Number of pages||7|
|Journal||Psychology in the Schools|
|State||Published - Jul 1984|