What does it mean to say a discrepancy exists between student performance and ability?
To read the full version of this content please select one of the options below: Show Problems and issues surrounding the use of discrepancy in identifying learning disability are reviewed. Since 1976, discrepancy has been the primary criterion for defining learning disability in practice. In a psychometric and statistical sense, however, issues
about the best means for calculating a discrepancy remain unresolved. Another problem involves divergent findings about how systematically and rigorously the discrepancy criterion has been applied in practice. The problems and issues have resulted in questions about the status of learning disability as an independent category of special education. It is possible, however, to demonstrate that learning disability can be reliably differentiated from other conditions and that discrepancy is a major
factor in demonstrating the differences. Consequently, it is concluded that discrepancy is a legitimate theoretical concept and should be considered as a necessary criterion for the identification of learning disability. Kavale, K.A. and
Forness, S.R. (2001), "Discrepancy models and the meaning of learning disability", Scruggs, T.E. and
Mastropieri, M.A. (Ed.) Technological Applications (Advances in Learning and Behavioral Disabilities, Vol. 15), Emerald Group Publishing Limited, Bingley, pp. 187-235.
https://doi.org/10.1016/S0735-004X(01)80011-2 Emerald Group Publishing Limited Copyright © 2001, Emerald Group Publishing Limited The discrepancy model is what some schools use to determine if kids are eligible for special education services. The term “discrepancy” refers to a mismatch between a child’s intellectual ability and his or her progress in school. Some states now use other methods to determine who is eligible for special educational programs. The discrepancy model is a way to capture and compare a student’s scores on different types of tests. It compares assessments of a child’s intellectual ability (IQ) with how much progress he’s making in school (his academic achievement). In some cases, there may be a significant “discrepancy” (difference) between various sets of scores. The idea is that when there’s a difference like this, it is evidence that an underlying condition is making it unusually hard for a child to learn. As per my long experience in this field and through the cases I have managed personally, I faced many cases with learning disabilities while their IQ ratio is high and I do believe that many of the special educators found out that a student with special need could be gifted or talented or even both. The shift in identification method from “Discrepancy model” to “Response to Intervention – RTI” was great. However, the students who get the maximum benefit from RTI model are the students with special educational needs. The RTI process begins with your child’s teacher assessing the skills of everyone in the class. These assessments help the school's RTI team tell which students need instructional interventions. That’s the term for focusing on specific skills in an effort to improve them. Interventions can be part of classroom-wide instruction. The teacher may break students into small groups tailored for different skill levels or learning styles. This is also known as differentiated instruction. Students who don’t make enough progress getting this kind of help during class may start to work on skills in small groups that meet during enrichment activities like music or art. As part of the RTI process, schools help struggling students by using teaching interventions that researchers have studied and shown to be effective. Many research-based interventions deal with reading. But there are also some scientifically proven methods of improving writing and math skills. The latest shift is: Multi-Tiered System of Support (MTSS): MTSS has a broader scope than does RTI. MTSS includes: · Focusing on aligning the entire system of initiatives, supports, and resources. · Promoting district participation in identifying and supporting systems for alignment of resources, as well as site and grade level. · Systematically addressing support for all students, including gifted and high achievers. · Enabling a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection of a few components of RtI and intensive interventions. · Endorsing Universal Design for learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product. · Integrating instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction. · Challenging all school staff to change the way in which they have traditionally worked across all school settings. · MTSS is not designed for consideration in special education placement decisions only, such as specific learning disabilities. MTSS focuses on all students in education contexts. Conclusion: MTSS is the best method of intervention that suits the individual need of each student enrolled in the school and it is a very well developed system rather than RTI & RTI2. What is meant by the achievement ability discrepancy?The ability–achievement discrepancy is defined as a statistically significant difference between a child's score on a measure of achievement in one or another academic domain such as reading or math and the child's score on a measure of intellectual ability, typically in the form of IQ.
What is discrepancy evaluation?The Discrepancy Evaluation Model (DEM), developed in 1966 by Malcolm Provus, provides information for program assessment and program improvement. Under the DEM, evaluation is defined as the comparison of an actual performance to a desired standard.
What is a discrepancy score?A discrepancy score of a time interval is a numerical value that captures the discrepancy between the presence of the topic in the time interval and that outside the interval.
What is discrepancy intervention?Discrepancy interventionDiscrepancy is a gap observed inthe behaviour and / or attitude ofthe people in the organization. In such situations, discrepancyinterventions are used to focusattention and exhibit the matter. Calls for attention to acontradiction in action orattitudes.
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