Presence of a severe discrepancy between intellectual ability and academic achievement has typically been accepted as one of the most fundamental criteria used to identify learning disabilities. However, very little consideration has been given to the educational significance of that discrepancy. This paper discusses this topic, with particular emphasis placed on the issues that need to be considered if a severe discrepancy is to have significant educational implications. The article concludes by suggesting that, while much research is necessary before conclusive decisions can be reached regarding the educational significance of a severe discrepancy, in the interim we need to think carefully about these issues.
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