Deposing Aptitude-Achievement Discrepancy as the Imperial Criterion for Learning Disabilities
Abstract
The use of a psychometric aptitude-achievement discrepancy has become the primary criterion for identifying persons with learning disabilities despite its inaccuracy and inappropriateness for detecting cognitive deficits. This article reviews several assumptions associated with the concept and practices in identifying aptitude-achievement discrepancy and presents apsychoeducational model ofdiscrepancy that is more relevant to the assessment ofleaming disabilities. This model encompasses three types of discrepancies: aptitude-achievement, intracognitive, and intraachievement (Woodcock, 1984). To increase the validity of learning disabilities placements, the impact of intracognitive discrepancies on perfonnance must be acknowledged. Recommendations are made for re-examining methods for the accommodation of learner variability in regular classrooms, establishing a refined system for describing the specific disorders within the category of learning disabilities, and reaff1I1l1ing the importance of clinical judgment in the identification and placement of individuals with learning disabilities. The authors conclude that an aptitudeachievement discrepancy maybe considered a sufficient criterion in some cases for learning disabilities identification, but it should not be considered a necessary criterion.
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