Eligibility for Learning Disabilities Rehabilitation Services

Abstract

Discrepancy models currently utilized by practitioners in determining eligibility for learning disabilities services vary as to the measures given the greatest focus. Critiques of five different methods that can be employed to quantify a service performance discrepancy are discussed in relation to the identification of the adult population currently served by rehabilitation. The findings presented in this paper support the conclusion that more empirical research is needed to develop an eligibility model with clearly stated criterion for the coherent diagnosis and evaluation of individuals with learning disabilities.