A Delphi survey study: School psychologists' perceptions of learning styles, discrepancy formulas, and the learning disabilities identification process
Since the implementation of Public Law 94-142, the Education for All Handicapped Children Act of 1975, the number of learning disabled students has increased from 22% in 1976 to 46% in 1995 of the total number of special education students in the public schools. Concurrent with the increase of learning disabled students in special education classes has been the study of learning styles. The question arises, could the learning disability be a learning difference driven by the child's learning style which may not be congruent with the organizational and teaching style found in the regular education classroom? The purpose of this Delphi Method of Consensus study was to identify why a learning styles inventory is not used in the Learning Disabilities Identification Process. Also investigated were the school psychologists' opinions on discrepancy formulas and their knowledge of learning styles. The results of this study address the personal, political, and economic reasons why a learning styles inventory is not currently a component of the learning disabilities identification process. Emergent themes include: Time; Validity of and Research about Learning Style Inventories; Effectiveness; and Training/Staff Development. Future research suggestions include surveying Instructional Support Team members regarding their perceptions of learning styles and its place in the learning disabilities identification procedure.
Educational psychology|Special education
Winterton, Sally Tamburello, "A Delphi survey study: School psychologists' perceptions of learning styles, discrepancy formulas, and the learning disabilities identification process" (2000). Dissertations available from ProQuest. AAI9963100.