Dissertation
Evaluating the impact of economic disadvantage on specific learning disability identification in elementary school students: a grounded theory study
Doctor of Education (Ed.D.), Drexel University
2019
DOI:
https://doi.org/10.17918/4b1j-rx06
Abstract
When a student in a public school is suspected of having a Specific Learning Disability (SLD), the Individuals with Disabilities Education Act (IDEA; 2004) mandates teams to not consider a student to have a SLD if the student's learning is primarily the result of economic disadvantage. This mandate is of growing importance as more and more children living in poverty are disproportionately identified as eligible for special education services as students with SLDs. Literature reveals the impact of poverty on early brain development, which can have a profound effect on academic performance throughout a child's entire educational career. The purpose of this grounded theory study was to examine how school psychologists evaluate the impact of economic disadvantage when determining a student's eligibility for a SLD. This study consisted of conducting semi-structured interviews with school psychologists and collecting responses to the SLD economic disadvantage exclusionary clause on their written evaluation reports. Results found that school psychologists work in conditions that lack explicit policies or procedures for ascertaining the negative impact economic disadvantage may have on student learning. Accordingly, school psychologists typically rely upon their professional judgment as to the influence the student's poverty may or may not have on their learning, and ultimately, on their disability categorization as a student with SLD. This study highlights the need for improved SLD determination evaluation policies and procedures and intervening supports for students from economically disadvantaged households.
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Details
- Title
- Evaluating the impact of economic disadvantage on specific learning disability identification in elementary school students
- Creators
- Angel La Nise Royal - DU
- Contributors
- Janet Marie Sloand (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 120 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9502; 991014632267304721