I Know One When I See One (Or, I Know One Because I Am One): A Response to Mabbott

Abstract

Educational institutions have witnessed an explosive growth in the numbers of children, adolescents, and adults labeled as learning disabled (LD). The term LD is used increasingly by both educators and the general public. Recently, the term has also appeared in the foreign language literature. However, the LD concept has come under increasing criticism because of the problems of finding an acceptable definition and the concept's lack of scientific validity. In a recent article in this journal, Ann Mabbott describes as LD five adults, all of whom have achieved degrees of proficiency in a foreign language. In this response to Mabbott, the authors take issue with her diagnosis of the subjects as LD because she provides neither substantive standardized testing evidence of the subjects' intellectual ability and academic achievement nor corroboration of the subjects' self‐reports of their native and foreign language learning problems. The importance of using objective criteria to diminish heterogeneity in research samples is examined in the context of Mabbott's case studies.

Job Satisfaction of College Graduates with Learning Disabilities

“…Many institutions of higher learning rely on their respective special education state guidelines and extend and apply them directly to the college-age student; many honor special education decisions or determinations that were made prior to college. The fact remains that some students who are identified as having a learning disability prior to or during college do not evidence statistically significant discrepancies between their intelligence and their actual achievement and performance on standardized educational measures (Brinckerhoff et al, 1993;Sparks et al, 1995). The severity-range issue certainly increases the likelihood that students with LD will vary in ability and performance relative to any obtained sample.…”

“…Currently, confusion still exists as to an acceptable discrepancy range; consequently, the severity level that must be reached before a student is considered to have a learning disability is unclear (Brinckerhoff, Shaw, & McGuire, 1993;Kavale, 1993;Sparks, Ganschow, & Javorsky, 1995). Many institutions of higher learning rely on their respective special education state guidelines and extend and apply them directly to the college-age student; many honor special education decisions or determinations that were made prior to college.…”