Teachers' perceptions of criteria for identifying learning disabled students

Martha L. Thurlow; James E. Ysseldyke; Ann Casey

doi:10.1002/1520-6807(198407)21:3<349::AID-PITS2310210313>3.0.CO;2-1

Teachers' perceptions of criteria for identifying learning disabled students

Martha L. Thurlow
, James E. Ysseldyke
, Ann Casey

Educational Psychology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

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)
Pages (from-to)	349-355
Number of pages	7
Journal	Psychology in the Schools
Volume	21
Issue number	3
DOIs	https://doi.org/10.1002/1520-6807(198407)21:3<349::AID-PITS2310210313>3.0.CO;2-1
State	Published - Jul 1984

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This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.1002/1520-6807(198407)21:3<349::AID-PITS2310210313>3.0.CO;2-1

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abstract = "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.",

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AB - 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.

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Teachers' perceptions of criteria for identifying learning disabled students

Abstract

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