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Abstract

Due to the significant over-representation of rural culturally diverse students identified as learning disabled, this study investigated the effects of modifying the discrepancy formula between intelligence and achievement. This formula is commonly used to identify and place school-age students in programs for children and youth with learning disabilities. Three modifications were applied to the discrepancy formula using a sample of 123 students currently being served in classes for children and youth with learning disabilities in a rural Mississippi school district. The results indicated that modifying the assessment protocol and raising the minimum full scale IQ to 85 in the discrepancy formula resulted in the greatest reduction to the over-representation of rural culturally diverse students assessed for learning disabilities. Suggestions for future research in this area are offered.

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Culturally Diverse Rural Students: At Special Risk for LD Classification

Abstract

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