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When IQ is Irrelevant to the Definition of Learning DisabilitiesAustralian School Psychologists’ Beliefs and PracticeFremantle Education District, Fremantle, Western Australia, robert.klassen{at}ualberta.ca
Simon Fraser University, Burnaby, British Columbia, Canada
Fremantle Education District, Fremantle, Western Australia School psychologists in North America are facing a transformation of their professional practices brought about by impending changes in operational definitions of learning disabilities (LD). This multimethod study explores the learning disabilities-related beliefs and practices of school psychologists in Western Australia, where these changes have already taken place, and where learning disabilities are not typically defined through IQ-achievement discrepancy models. School psychologists from Western Australia completed individual surveys and participated in focus group sessions that explored their range of practice in schools and their beliefs about the nature of LD. Results from the survey revealed that in contrast to North American practitioners, West Australian school psychologists spend less time on psychometric assessment, and more time on consultation and counselling activities. Surprisingly, most West Australian school psychologists continue to use IQ tests in LD assessment and to hold beliefs about LD that are consistent with ‘traditional’ definitions.
Key Words: Australia • definitions of learning disabilities • discrepancy definitions • intelligence • learning difficulties • learning disabilities • mixed methodology • school psychology
School Psychology International, Vol. 26, No. 3,
297-316 (2005) This article has been cited by other articles:
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