By the same authors

From the same journal

The changing landscape of learning disabilities in Canada: definitions and practice from 1989-2000

Research output: Contribution to journalArticle

Standard

The changing landscape of learning disabilities in Canada : definitions and practice from 1989-2000. / Klassen, R .

In: School Psychology International , Vol. 23, No. 2, 05.2002, p. 199-219.

Research output: Contribution to journalArticle

Harvard

Klassen, R 2002, 'The changing landscape of learning disabilities in Canada: definitions and practice from 1989-2000', School Psychology International , vol. 23, no. 2, pp. 199-219.

APA

Klassen, R. (2002). The changing landscape of learning disabilities in Canada: definitions and practice from 1989-2000. School Psychology International , 23(2), 199-219.

Vancouver

Klassen R. The changing landscape of learning disabilities in Canada: definitions and practice from 1989-2000. School Psychology International . 2002 May;23(2):199-219.

Author

Klassen, R . / The changing landscape of learning disabilities in Canada : definitions and practice from 1989-2000. In: School Psychology International . 2002 ; Vol. 23, No. 2. pp. 199-219.

Bibtex - Download

@article{24d10ba4ef3e4633905472fe4e2e5f80,
title = "The changing landscape of learning disabilities in Canada: definitions and practice from 1989-2000",
abstract = "This article examines the definitions of LD used in empirical research in four major Canadian journals during the time period 19892000, and notes changes or trends in LD definitions and theories. Next, current definitions (2000/2001) of LD used by the 10 provincial ministries of education and recent proposed changes are analysed and compared with changes in definition currently espoused in the research. Little consensus of LD definition was found in the 36 research articles, rendering comparability of findings difficult. Eight articles provided a theoretical critique of learning disabilities, with seven of the studies criticizing the role of IQ in LD definitions. Among the provinces, a number of different operational definitions are currently in use, with 8 of 10 provinces using some form of a 'traditional' IQ/achievement discrepancy method. A shift in LD identification practice, reflecting the theoretical work of Canadian-based Kirby, Siegel, and Stanovich, is seen in the recent Review of Special Education in British Columbia in which significantly low word identification, reading comprehension, and pseudo-word decoding are deemed sufficient to identify students as reading disabled. Implications for professionals in the field are discussed.",
author = "R Klassen",
year = "2002",
month = "5",
language = "English",
volume = "23",
pages = "199--219",
journal = "School Psychology International",
issn = "0143-0343",
publisher = "SAGE Publications Ltd",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - The changing landscape of learning disabilities in Canada

T2 - definitions and practice from 1989-2000

AU - Klassen, R

PY - 2002/5

Y1 - 2002/5

N2 - This article examines the definitions of LD used in empirical research in four major Canadian journals during the time period 19892000, and notes changes or trends in LD definitions and theories. Next, current definitions (2000/2001) of LD used by the 10 provincial ministries of education and recent proposed changes are analysed and compared with changes in definition currently espoused in the research. Little consensus of LD definition was found in the 36 research articles, rendering comparability of findings difficult. Eight articles provided a theoretical critique of learning disabilities, with seven of the studies criticizing the role of IQ in LD definitions. Among the provinces, a number of different operational definitions are currently in use, with 8 of 10 provinces using some form of a 'traditional' IQ/achievement discrepancy method. A shift in LD identification practice, reflecting the theoretical work of Canadian-based Kirby, Siegel, and Stanovich, is seen in the recent Review of Special Education in British Columbia in which significantly low word identification, reading comprehension, and pseudo-word decoding are deemed sufficient to identify students as reading disabled. Implications for professionals in the field are discussed.

AB - This article examines the definitions of LD used in empirical research in four major Canadian journals during the time period 19892000, and notes changes or trends in LD definitions and theories. Next, current definitions (2000/2001) of LD used by the 10 provincial ministries of education and recent proposed changes are analysed and compared with changes in definition currently espoused in the research. Little consensus of LD definition was found in the 36 research articles, rendering comparability of findings difficult. Eight articles provided a theoretical critique of learning disabilities, with seven of the studies criticizing the role of IQ in LD definitions. Among the provinces, a number of different operational definitions are currently in use, with 8 of 10 provinces using some form of a 'traditional' IQ/achievement discrepancy method. A shift in LD identification practice, reflecting the theoretical work of Canadian-based Kirby, Siegel, and Stanovich, is seen in the recent Review of Special Education in British Columbia in which significantly low word identification, reading comprehension, and pseudo-word decoding are deemed sufficient to identify students as reading disabled. Implications for professionals in the field are discussed.

M3 - Article

VL - 23

SP - 199

EP - 219

JO - School Psychology International

JF - School Psychology International

SN - 0143-0343

IS - 2

ER -