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Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability

Received: 27 March 2014     Accepted: 10 April 2014     Published: 20 April 2014
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Abstract

This paper provides a theoretical foundation on the topic “Issues of sociocultural affects on learning disability.” The intent of this paper is to challenge the legitimacy of the claim that standardized tests do not relate to students’ sociocultural backgrounds with theoretical perspectives. To examine the relationship between standardized tests and students’ sociocultural backgrounds, we drew on idealism and empiricism as its framework. We examined the cogency of the definition for learning disability and the methodology applied to diagnosing students with Learning Disabilities. In consequence, we sought to determine meaningful implications in which to understand and diagnose students with Learning Disabilities

Published in International Journal of Elementary Education (Volume 3, Issue 2)
DOI 10.11648/j.ijeedu.20140302.12
Page(s) 30-33
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Learning Disabilities, Sociocultural Affect, Idealism, Empiricism

References
[1] Kirk. S. (1962). Educating exceptional children. Boston: Houghton Mifflin.
[2] Fuchs, D., & Fuchs, L. S. (2006). What the inclusion movement and responsiveness-to-intervention say about high-incidence disabilities. Keynote for the Inaugural International Conference of the University of Hong Kong’s Center for Advancement in Special Education. Hong Kong: Publisher.
[3] Restori, A. F., Katz, G. S., & Lee, H. B. (2009). A critique of the IQ/achievement discrepancy model for identifying specific learning disabilities. Europe’s Journal of Psychology, 4, 128–145.
[4] Flanagan, D. P., Oritz, S. O., Alfonso, V. C., & Dynada, A. M. (2006). Integration of response to intervention and norm-referenced tests in learning disability identification. Psychology in the schools, 43, 807–825.
[5] Hale, J. B., Kaufman, A., Nagileri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753–770.
[6] Kavale, K. A., & Mostert, M. P. (2005). Responsiveness to intervention and the identification of specific learning disability: A critique and alternative proposal. Learning Disability Quarterly, 28(1), 2–16.
[7] Velmans, M. (2009). Understanding consciousness. London: Routledge.
[8] Khatchadourian, H. (1976). Toward a Critique of Idealism. Midwest Studies in Philosophy, 1(1), 34-42.
[9] Gladwell, M. (2007). None of the above; what I.Q. doesn’t tell you about race. NewYorker. Availaboe from: http://www.newyorker.com/arts/critics/books/2007/12/17/071217crbo_books_gladwell?printable=true. [Accessed: 1st February 2014].
[10] Machery, E. (2007). Concept empiricism: A methodological critique. Cognition, 104(1), 19–46.
[11] Wolfe, C. T., & Gal, O. (2010). The body as object and instrument of knowledge. New York: Springer.
[12] Diniz, A., Pocinho, M. M. F. D. D., & Almeida, L. (2011). Cognitive abilities, sociocultural background and academics achievement. Psicothema, 23(4). 695–700.
[13] Pearce, L. (2005). Empiricism vs. rationalism. Nursing Standard, 19(35), 35.
[14] Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International Universities Press.
[15] Oxford, M. (2011). The effect of family processes on school achievement as moderated by socioeconomic context. Journal of School Psychology, 49(5), 597–612.
[16] Lovett, B. J., & Sparks, R. L. (2010). Exploring the diagnosis of “gifted/LD”: Characterizing postsecondary students with learning disability diagnoses at different IG levels. Journal of Psychoeducational Assessment, 28(2), 91–101.
Cite This Article
  • APA Style

    Rina Kim, Lillie R. Albert. (2014). Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability. International Journal of Elementary Education, 3(2), 30-33. https://doi.org/10.11648/j.ijeedu.20140302.12

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    ACS Style

    Rina Kim; Lillie R. Albert. Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability. Int. J. Elem. Educ. 2014, 3(2), 30-33. doi: 10.11648/j.ijeedu.20140302.12

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    AMA Style

    Rina Kim, Lillie R. Albert. Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability. Int J Elem Educ. 2014;3(2):30-33. doi: 10.11648/j.ijeedu.20140302.12

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  • @article{10.11648/j.ijeedu.20140302.12,
      author = {Rina Kim and Lillie R. Albert},
      title = {Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability},
      journal = {International Journal of Elementary Education},
      volume = {3},
      number = {2},
      pages = {30-33},
      doi = {10.11648/j.ijeedu.20140302.12},
      url = {https://doi.org/10.11648/j.ijeedu.20140302.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140302.12},
      abstract = {This paper provides a theoretical foundation on the topic “Issues of sociocultural affects on learning disability.” The intent of this paper is to challenge the legitimacy of the claim that standardized tests do not relate to students’ sociocultural backgrounds with theoretical perspectives. To examine the relationship between standardized tests and students’ sociocultural backgrounds, we drew on idealism and empiricism as its framework. We examined the cogency of the definition for learning disability and the methodology applied to diagnosing students with Learning Disabilities. In consequence, we sought to determine meaningful implications in which to understand and diagnose students with Learning Disabilities},
     year = {2014}
    }
    

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    AB  - This paper provides a theoretical foundation on the topic “Issues of sociocultural affects on learning disability.” The intent of this paper is to challenge the legitimacy of the claim that standardized tests do not relate to students’ sociocultural backgrounds with theoretical perspectives. To examine the relationship between standardized tests and students’ sociocultural backgrounds, we drew on idealism and empiricism as its framework. We examined the cogency of the definition for learning disability and the methodology applied to diagnosing students with Learning Disabilities. In consequence, we sought to determine meaningful implications in which to understand and diagnose students with Learning Disabilities
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Author Information
  • Curriculum and Instruction. Boston College, Chestnuthill, U.S.A.

  • Curriculum and Instruction. Boston College, Chestnuthill, U.S.A.

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