Citation

Siegel LS. Aust. J. Learn. Diffic. 2012; 17(2): 63-77.

Copyright

(Copyright © 2012, Informa - Taylor and Francis Group)

DOI

10.1080/19404158.2012.722115

PMID

unavailable

Abstract

The educational systems in all countries have failed to adequately address the problems of students with learning disabilities. Antisocial behaviour, homelessness, mental health problems and even suicide are a result. This article will explore the reasons for this state of affairs. One of the major reasons is excessive reliance on testing without developing a more efficient and streamlined system. Related to this excessive testing is reliance on intelligence quotient (IQ) scores. I argue and present evidence that the IQ score is unnecessary in the diagnosis of whether or not there is a learning disability. Intelligence quotient tests also do not provide useful information that can be used in the treatment of a learning disability. In addition, one of the latest, and very regressive, trends is to demand testing for 'processing deficits', even though there is no evidence that processing deficits are useful for either diagnosis or remediation. One recent and promising approach, Response-to-Intervention, has been developed. This approach emphasizes early identification and intervention and remediation as soon as problems are discovered. A longitudinal study of early identification and intervention will be described. Educators have solutions to the problem of learning disabilities within their grasp. Society will benefit if these solutions are pursued. © 2012 Copyright Taylor and Francis Group, LLC.

Language: en