Identifying Students Suspected with Learning Disabilities in the Middle East: A Detailed Guiding Checklist

Authors

  • Yasser A. Al-Hilawani Yarmouk University

DOI:

https://doi.org/10.18666/LDMJ-2020-V25-I1-9500

Keywords:

Learning disability, identification, assessment, Middle East, Jordan

Abstract

Proposed guidelines have been published recently (Al-Hilawani, 2016) to help identify and determine for the first time the existence of learning disabilities among students in the Middle East Arab (M.E.A.) countries. These guidelines have been drawn from recent and up-to-date information available on learning disabilities. The purpose of this article is to present a simplified step-by-step decision procedure to reduce to a minimum the learning disabilities identification errors, mistakes, and/or misinterpretations of the published guidelines. These detailed steps are necessary in the Middle East to create a clear orientation and consistency in determining the presence of a learning disability in the region. Due to the lack of standardized norm and criterion reference tests, informal assessment measures (e.g., Curriculum-Based Measurement; teacher’s made tools and prepared procedures) are advocated. 

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Author Biography

Yasser A. Al-Hilawani, Yarmouk University

Yasser A. Al-Hilawani is a scholar and professor of special education at Yarmouk University, Irbid, Jordan. His research
interests include metacognitive processing, assessment in special education, and teaching strategies.

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Published

2020-01-27

Issue

Vol. 25 No. 1 (2020)

Section

Articles

License

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