Truly Disabled?”

An Analysis of LD Eligibility Issues Under the Individuals With Disabilities Education Act

Bibliographic Data

ID12365165
AuthorsSusan Etscheidt (0000-0003-3014-2301, University of Northern Iowa, Cedar Falls, IA, corresponding author)
Year2012
Volume24
Issue3
Pages181-192
Publication date2012-09-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Disability Policy Studies (JOURNAL)
Journal identifiersISSN: 1044-2073 • E-ISSN: 1538-4802
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1044207312453323
OpenAlexW1992323866
LanguageEN
Citations received2
References cited31

The construct of learning disabilities has been challenged pedagogically, politically, and in the judiciary. Some claim that learning disabilities are socially constructed and created by misdirected efforts of educational reform. Politicians worry about the growing number of children served in special education and propose that many LD students are instructional casualties and not truly disabled. The judiciary has applied a severity screen that narrows the class of eligible children and has contributed to the LD eligibility confusion. This article traces the legislative history of LD eligibility, reviews administrative and judicial decisions pertaining to LD eligibility, and explores the dilemma inherent in a rights-based approach to ensuring equitable educational opportunity for students with LD

Class (philosophy · Confusion · Construct (python library · Developmental psychology · Dilemma · Learning disability · Legislature · Pedagogy · Political science · Public relations · Sociology · Special education · Worry · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Discipline and Inequality · Law · Psychology · Public Administration

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