There are two behavioral dimensions of ED: externalizing (including conduct disorder) and internalizing (anxiety and withdrawal) behaviors. That is the likely reason why the prevalence of students with ID at under 1% is well below the estimated prevalence of 2.27% based solely on IQ scores two standard deviations (i.e., 70) below the norm of 100. Although ID used to be determined by a low IQ-test score, one must also have low adaptive behavior (such as daily living skills) to be diagnosed as ID. This change originated in the early 2000s because of the unfortunate growing popularity of using retard as a pejorative. The term intellectual disability has largely replaced the classification of mental retardation. One probable explanation for the decrease is that response to intervention has largely replaced IQ-achievement as the method of choice for identifying SLD. Since then, the numbers identified as SLD has declined slowly but steadily. However, the prevalence of students identified for special education as SLD grew rapidly until by 1999 it reached 5.68% for ages 6 to 17 years. Department of Education in the 1970s, its prevalence was estimated at approximately 2% to 3% of the school-age population. For example, prior to SLD being formally recognized by the U.S. Many of the key research and policy issues pertaining to exceptional learners involve their definitions and identification. The remaining have primarily sensory and/or physical disabilities (e.g., blindness, deafness, traumatic brain injury, cerebral palsy, muscular dystrophy). The majority of students with disabilities have cognitive and/or behavioral disabilities, that is, specific learning disability (SLD), intellectual disability (ID), emotional disturbance, (ED), attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD). Prevalence of Autism Spectrum DisordersĮxceptional learners is the term used in the United States to refer to students with disabilities (as well as those who are gifted and talented).Attention Deficit Hyperactivity Disorder.Prevalence of Intellectual Disabilities.Criticism of SLD: Identification Methods.Criticism of SLD: Questionable Validity as a Disability.Prevalence of Specific Learning Disabilities.Defining Specific Learning Disabilities.
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