Comparison of Anglo and Mexican American Male High School Students Classified as Learning Disabilities

Abstract

Two groups of 80 Mexican American and Anglo male high school students were administered the Wechsler Adult Intelligence Scale and Wide Range Achievement Test. Hfalf of each ethnic group was classified as learning disabled and half attended regular classes and were included as normal controls. The results of multivariate and univariate analyses of variance revealed significant ethnic differences for Verbal and Full-Scale IQs for both the learning disabled and normals. No significant differences in either Performance IQ or academic performance between Anglo and Mexican American learning disabled were noted, suggesting that differences are due to limited-English proficiency or socio-cultural factors rather than true learning disabilities. Results suggest reconsideration of the classification criteria for learning disabilities, especially when bilingualism and/or minority groups are involved.