On the diagnosis of learning disabilities in the Austrian school system: official directions and the diagnostic process in practice in Styria/Austria

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dc.contributor.authorKrammer, Mathias
dc.contributor.authorGebhardt, Markus
dc.contributor.authorRossmann, Peter
dc.contributor.authorPaleczek, Lisa
dc.contributor.authorGasteiger-Klicpera, Barbara
dc.date.accessioned2018-08-02T07:37:20Z
dc.date.available2018-08-02T07:37:20Z
dc.date.issued2014
dc.description.abstractThere is no international consensus concerning the diagnostic criteria used to diagnose a Learning Disability (LD). In fact, various diagnostic criteria are used and interpreted differently in different countries. A common denominator can only be found in the fact that Intelligence Quotient (IQ) is often seen as important in order to identify LD, either in the framework of discrepancy models between cognitive ability and achievement or in the context of models relating LD to below-average IQ (Grünke, 2004). The present paper examines the criteria that are used for the diagnosis of LD in Styria, a federal state of Austria. For this purpose 25 Special Educational Needs (SEN) reports of children identified as having Learning Disabilities were examined. In addition, three expert interviews with school administration authorities were conducted. The results provide a first indication that IQ scores are not important for the diagnosis of LD in Styria. In fact, the diagnostic procedure seems to be quite unregulated and standardized tests are hardly ever used in this context. Moreover, the results show that a diagnosis of LD in Styria is usually based on poor reading skills, poor basic arithmetic skills, deficits in German language and/or behavioral problems.en
dc.identifier.urihttp://hdl.handle.net/2003/37086
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-19083
dc.language.isoende
dc.subjectLearning Disabilityen
dc.subjectDiagnostic identificationen
dc.subjectIQ-testsen
dc.subjectSpecial Educational Needsen
dc.subjectInclusionen
dc.subjectIntelligenceen
dc.subject.ddc370
dc.subject.rswkInklusionde
dc.subject.rswkLernstörungde
dc.subject.rswkLernbehinderungde
dc.subject.rswkIntelligenztestde
dc.subject.rswkBedürfnisde
dc.subject.rswkSoziales Bedürfnisde
dc.subject.rswkÖsterreichde
dc.titleOn the diagnosis of learning disabilities in the Austrian school system: official directions and the diagnostic process in practice in Styria/Austriaen
dc.title.alternativeSur le diagnostic de trouble d'apprentissage dans le système scolaire Autrichien : les orientations officielles et la procédure diagnostique dans la pratique, en Styrie/Autrichefr
dc.typeTextde
dc.type.publicationtypepreprintde
dcterms.accessRightsopen access
eldorado.secondarypublicationtruede
eldorado.secondarypublication.primarycitationKrammer, M., Gebhardt, M., Rossmann, P., Paleczek, L. & Gasteiger-Klicpera, B. (2014). On the Diagnosis of Learning Disabilities in the Austrian School System. Official Directions and the Diagnostic Process in Practice in Styria/Austria. ALTER. European Journal of Disability Research, 8(1), 30-39. http://dx.doi.org/10.1016/j.alter.2013.11.001de
eldorado.secondarypublication.primaryidentifierhttp://dx.doi.org/10.1016/j.alter.2013.11.001de

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