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Research Article
Critical issues for the diagnosis of learning disabilities in the adult population
Article first published online: 25 SEP 2006
DOI: 10.1002/pits.20196
Copyright © 2006 Wiley Periodicals, Inc., A Wiley Company
Issue
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Psychology in the Schools
Special Issue: Special Issue, Part Two: Integration of Cognitive Assessment and Response to Intervention
Volume 43, Issue 8, pages 889–899, November 2006
Additional Information
How to Cite
Gregg, N., Coleman, C., Davis, M., Lindstrom, W. and Hartwig, J. (2006), Critical issues for the diagnosis of learning disabilities in the adult population. Psychol. Schs., 43: 889–899. doi: 10.1002/pits.20196
Publication History
- Issue published online: 25 SEP 2006
- Article first published online: 25 SEP 2006
- Abstract
- References
- Cited By
Abstract
Response to intervention (RTI) has little application to the identification of and access to accommodations for adults with learning disabilities (LD). However, the critical topics raised during the reauthorization of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) pertaining to LD eligibility criteria are similar to ongoing concerns about the provision of appropriate accommodations for adults. The real issues being challenged include three major points: (a) the relation of LD to achievement, (b) the role of clinical judgment in eligibility criteria, and (c) the purpose of diagnostic assessments. Study of the adult population is critical to a better understanding of the issues surrounding the diagnosis of LD. A review of recent research with the adult population will provide the basis for our support of the use of specific cognitive and linguistic processing measures in the diagnostic methodology for LD. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 889–899, 2006.