Why is an Aptitude-Achievement Discrepancy Not Synonymous with Disability?
“We can only be kept in the cages we refuse to see.”
I have evaluated and taught children, teens, and young adults with language-based learning disabilities (primarily problems in reading and writing) since 1991. When I began graduate school in 1989, Keith E. Stanovich, Ph.D. wrote the following, “The LD [learning disability] field seems addicted to living dangerously. Even in the context of such a history, the decision to base the definition of a reading disability on a discrepancy with measured IQ is still nothing short of astounding” (487).n 1989 I had a dot-matrix printer, and if I could have afforded a cell phone, it would have been the size of a small suitcase kept in the trunk of my car. Needless to say, the world has changed a great deal since 1989, except in this one area: identifying a learning disability and determining – based on this identification – who gets services in public schools and who does not. Though schools have tweaked the formulae, for better or worse, most primarily rely upon an aptitude-achievement discrepancy to measure whether or not one has an LD.Here in VT, the state uses the euphemism, the “three gates.
– Stefan Molyneux
- Aptitude – Achievement Discrepancy
- An agreed upon need for specialized instruction
- Adverse Effect