TOWARD DEFINING DISCREPANCIES FOR SPECIFIC LEARNING-DISABILITIES - AN ANALYSIS AND ALTERNATIVES

被引：14

作者：

ALGOZZINE, B

FORGNONE, C

MERCER, C

TRIFILETTI, J

机构：

[1] Department of Special Education, University of Florida, Gainesville, Florida

来源：

LEARNING DISABILITY QUARTERLY | 1979年 / 2卷 / 04期

关键词：

D O I：

10.2307/1510822

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed. © 1979, Council for Learning Disabilities. All rights reserved.

引用

页码：25 / 31

页数：7