+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University



Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University



Journal of Learning Disabilities 32(4): 304-319



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.

Please choose payment method:






(PDF emailed within 1 workday: $29.90)

Accession: 049425694

Download citation: RISBibTeXText

PMID: 15508472


Related references

Students with learning disabilities, reasonable accommodations, and the rights of colleges and universities to establish and enforce academic standards: Guckenberger v. Boston University. Mental and Physical Disability Law Reporter 21(5): 679-686, 1998

Learning disabilities: issues on definition. National Joint Committee on Learning Disabilities. Asha. Supplement: 18-20, 1991

Learning disabilities: issues on definition. American Speech-Language-Hearing Association. Asha 24(11): 945-947, 1982

I Learning disabilities Definition and overview In Progress in learning disabilities Vol 1 Grune and Stratton, Inc New York and London. Progr Learning Disabilities: 5, 1968

Issues in the delivery of educational services to individuals with learning disabilities. A position paper of the National Joint Committee on Learning Disabilities. Journal of Learning Disabilities 20(5): 286-288, 1987

Learning disabilities: issues in the preparation of professional personnel. A position paper of the National Joint Committee on Learning Disabilities September 26, 1982. Journal of Learning Disabilities 20(4): 229-231, 1987

Issues in learning disabilities: assessment and diagnosis. Asha 31(3): 111-112, 1989

Methodological issues and learning disabilities diagnosis in clinical populations. Journal of Learning Disabilities 24(10): 613-618, 1991

Scanning, diagnosis, and intervention in the prevention of reading disabilities: II. Teach: Learning tasks for the prevention of learning disabilities. Journal of Learning Disabilities 11(7): 445-449, 1978

A new definition of learning disabilities. Journal of Learning Disabilities 20(2): 109-113, 1987

People with learning disabilities who also have mental health problems: practice issues and directions for learning disability nursing. Journal of Advanced Nursing 27(6): 1151-1157, 1998

Operationalizing a definition of learning disabilities. Journal of Learning Disabilities 28(9): 586-597, 1995

Why IQ is relevant to the definition of learning disabilities. Journal of Learning Disabilities 22(8): 484-486, 1989

IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities 22(8): 469-78, 486, 1989

Beyond the learning mystique: an interactional perspective on learning disabilities. Journal of Learning Disabilities 22(5): 301-4, 328, 1989