Volume 8, Issue 136 (12-2015)                   J Except Educ 1394, __(136): 30-39 | Back to browse issues page

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Hossein Khanzadeh A A, SeyedNoori R U O G. A Critical Analysis of Different Diagnostic Approaches to Assess Learning Disabilities. J Except Educ. 2015; 8 (136) :30-39
URL: http://exceptionaleducation.ir/article-1-561-en.html
1- university of guilan , Abbas_khanzadeh@yahoo.com
2- university of guilan
Abstract:   (4578 Views)

Background: The term learning disability applied to explain the problems of a person with average intelligence in basic academic skills and can affect a person's ability to understand and use spoken or written language, mathematical calculations, coordinate movements, or direct attention. Learning disability can be divided into three difficulties in reading, writing, and arithmetic. The prevalence of learning disability in recent years significantly increased and in several studies, it has been various estimates.

Conclusion: One of the main reasons for the significant differences in the prevalence of this disorder in several studies is different diagnostic approaches. Three approaches in diagnosis learning disabilities are inconsistencies between achievement-ability, response to intervention, and cognitive processing approach. Each of these approaches has their own supporters and opponents. Thus, in this paper, in addition to the overview of definitions and descriptions of Learning disability, various diagnostic approaches are discussed in detail and the final conclusions are done.

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Type of Study: Review Article | Subject: General
Received: 2015/Feb/Thu | Revised: 2016/Dec/Thu | Accepted: 2015/Oct/Tue | Published: 2016/Mar/Tue | ePublished: 2016/Mar/Tue

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