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Similarities and Differences Between Low Achievers and Students Classified Learning Disabled
James E. Ysseldyke, Ph.D.
University of Minnesota
Bob Algozzine, Ph.D.
University of Minnesota
Mark R. Shinn, Ph.D.
University of Minnesota
Matthew McGue, Ph.D.
University of Minnesota
Considerable evidence suggests that the learning-disabilities (LD) category is primarily one of underachievement. The research reported here compared school-identified LD children with a group of low-achieving students (non-LD) not identified as LD. Both groups were administered a battery of psychoeducational tests and their performances were compared on all measures. While discriminant function analysis indicated 78.4% correct classification of the students, further analysis showed it would be impossible to discern classification on an individual basis. An analysis of the results indicated considerable similarities between the groups; in fact, an average of 96% of the scores were within a common range, and the performances of LD and low-achieving children on many subtests were identical. The findings could be interpreted to support either of two major conflicting viewpoints: (a) that schools are failing to identify many students who are in fact LD or (b) that too many non-LD students are labeled LD. This investigation demonstrates that as many as 40% of students may be misclassified. The implications of these results with regard to identification and placement practices are discussed.
The Journal of Special Education, Vol. 16, No. 1,
73-85 (1982)
DOI: 10.1177/002246698201600108
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