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

Rina Kim; Lillie R. Albert

doi:doi:10.11648/j.ijeedu.20140302.12

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

Rina Kim, Lillie R. Albert

Published in International Journal of Elementary Education (Volume 3, Issue 2)

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

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[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.

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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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TY  - JOUR
T1  - Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability
AU  - Rina Kim
AU  - Lillie R. Albert
Y1  - 2014/04/20
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JF  - International Journal of Elementary Education
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VL  - 3
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Author Information

Rina Kim

Curriculum and Instruction. Boston College, Chestnuthill, U.S.A.
Lillie R. Albert

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

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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

Copy | Download

@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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TY  - JOUR
T1  - Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability
AU  - Rina Kim
AU  - Lillie R. Albert
Y1  - 2014/04/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140302.12
DO  - 10.11648/j.ijeedu.20140302.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 30
EP  - 33
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140302.12
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
VL  - 3
IS  - 2
ER  -

Copy | Download