Attendance and Specific Learning Disability Identification: A Survey of Practicing School Psychologists.
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| Title: | Attendance and Specific Learning Disability Identification: A Survey of Practicing School Psychologists. |
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| Authors: | Sprick, Jessica T. (AUTHOR), Bouck, Emily C. (AUTHOR), Berg, Tricia R. (AUTHOR), Coughlin, Cristy (AUTHOR) |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). Aug2020, Vol. 35 Issue 3, p139-149. 11p. 2 Charts. |
| Subjects: | School psychologists, Disability evaluation, Learning disabilities, Educational surveys, School attendance, School absenteeism |
| Abstract: | According to Individuals with Disabilities Education Act, lack of appropriate instruction is a possible exclusionary factor that must be considered during Specific Learning Disability (SLD) identification. Student attendance is a major predictor of long‐term academic success or failure and may relate to whether a student had access to appropriate instruction; however, it is unclear whether and how attendance is considered during SLD identification. This survey of practicing school psychologists provides an exploration of how school psychologists consider and address student absenteeism in the SLD identification process. Researchers found considerable variability across school psychologists and eligibility teams across a multitude of dimensions, including whether and how attendance is considered exclusionary and whether respondents perceived the need for more clear guidance from their district and/or state. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | According to Individuals with Disabilities Education Act, lack of appropriate instruction is a possible exclusionary factor that must be considered during Specific Learning Disability (SLD) identification. Student attendance is a major predictor of long‐term academic success or failure and may relate to whether a student had access to appropriate instruction; however, it is unclear whether and how attendance is considered during SLD identification. This survey of practicing school psychologists provides an exploration of how school psychologists consider and address student absenteeism in the SLD identification process. Researchers found considerable variability across school psychologists and eligibility teams across a multitude of dimensions, including whether and how attendance is considered exclusionary and whether respondents perceived the need for more clear guidance from their district and/or state. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12229 |
