For decades, the discrepancy model has been the standard way of identifying students as learning disabled. This model compares a student’s IQ with their academic achievement and measures the difference or “discrepancy” between the two scores. The idea is that if a student’s IQ is average or above-average, but they are struggling academically, then they have a learning disability. However, over the years, many experts have criticized the discrepancy model. Some argue that it is not accurate, while others believe it is outdated. So, is the discrepancy model ancient history when identifying students as learning disabled? Let’s explore this question in depth.
the discrepancy model may fail to identify students who have a learning disability but also have a high IQ.
While the discrepancy model has been widely used for many years, it is not without its shortcomings. One criticism of the model is that it does not take into account environmental or cultural factors that may affect a student’s performance. For example, if a student comes from a low-income household and does not have access to the same resources as other students, their academic achievement may be lower than expected, even if their IQ is average or above-average. Additionally, the discrepancy model may fail to identify students who have a learning disability but also have a high IQ. These students may be able to compensate for their disability and perform well academically, despite struggling with certain skills.
Another issue with the discrepancy model is that it may not be reliable or valid. This means that it may not consistently produce accurate results, making it difficult to use as a diagnostic tool. Studies have shown that the discrepancy model has low reliability, which means that different evaluators may reach different conclusions when using the model. Additionally, some experts argue that the model is not valid because it does not measure the underlying cognitive processes that contribute to a learning disability. Instead, it only looks at academic achievement and IQ scores, which may not accurately reflect a student’s true abilities or challenges.
Despite these criticisms, the discrepancy model is still widely used in many school systems. However, some experts argue that it is outdated and that newer models of identification should be used instead. One such model is the Response to Intervention (RTI) model. This model focuses on providing targeted interventions to students who are struggling academically, without requiring a formal identification of a learning disability. The goal of the RTI model is to catch struggling students early and provide them with support before they fall behind.
The PSW model aims to provide a more accurate and nuanced understanding of a student’s abilities and challenges
Another alternative to the discrepancy model is the pattern of strengths and weaknesses (PSW) model. This model looks at a student’s performance across different academic areas to identify their strengths and weaknesses. It then uses this information to determine if the student has a learning disability in a specific area, such as reading or math. The PSW model aims to provide a more accurate and nuanced understanding of a student’s abilities and challenges.
In conclusion, while the discrepancy model has been a standard method of identifying students with learning disabilities for many years, it is not without its flaws. Many experts have criticized the model for not taking into account environmental factors, being unreliable and invalid, and not measuring underlying cognitive processes. As a result, newer models of identification, such as the RTI model and the PSW model, have emerged as alternatives. While the future of the discrepancy model is uncertain, it is clear that there is a need for more accurate and effective methods of identifying and supporting students with learning disabilities. As professionals in the field, it is our responsibility to stay up-to-date with the latest research and advancements in the field to ensure that we are best serving the needs of our students.
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