The LD Label for Relatively Well-Functioning Students: A Critical Analysis

Journal of Learning Disabilities - Tập 32 Số 6 - Trang 485-490 - 1999
Michael Gordon1, Lawrence J. Lewandowski2, Shelby Keiser3
1SUNY Health Science Center, 750 East Adams St., Syracuse, NY 13210
2Clinical Neuropsychological Laboratory at Syracuse University
3National Board of Medical Examiners

Tóm tắt

The number of students identified since the mid-1970s as having learning disabilities has produced a corresponding increase in the population of such individuals in postsecondary programs. The Americans with Disabilities Act, along with Section 504 of the Vocational Rehabilitation Act of 1973, provide the basis for civil rights for students in higher education. These laws protect individuals who have a substantial limitation in a major life activity when compared with the general population. A disparity between the legal definition and the clinical definition of learning disabilities, which can encompass those identified on the basis of academic underachievement relative to intellectual potential, has stimulated debate about the fairest, most appropriate standard for declaring a student functionally impaired. Extending services to individuals without significant academic impairment may tax or even deplete scarce resources for others in greater needs, distort the normal processes by which individuals select careers, and diminish the credibility of the diagnosis itself.

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Thông tin
Thông tin xuất bản

Journal of Learning Disabilities

Tập 32 Số 6

485-490

Thông tin tác giả