FRHD 2110 Chapter Notes - Chapter 6: Functional Magnetic Resonance Imaging, Magnetic Resonance Imaging, Nonverbal Learning Disorder

• School: University of Guelph
• Department: Family Relations and Human Development
• Course: FRHD 2110
• Professor: Robyn Pitman

Document Summary

Intelligence quotient (iq) achievement discrepancy is a straightforward, error-free way of determining whether a student has a learning disability. Response-to-intervention (rti) is a straightforward, error-free way of determining whether a student has a learning disability. All students with learning disabilities are brain damaged. The fact that so many definitions of learning disabilities have been proposed is an indicator that the field is in chaos. Standardized achievement tests are the most useful kind of assessment for teachers of students with learning disabilities. Most children with learning disabilities outgrow their disabilities as adults. There are numerous conceptual problems using and iq-achievement discrepancy. Little research exists on rti, especially when implemented on a large scale; therefore, many questions remain regarding how best to implement it. Many authorities now refer to students with disabilities as having central nervous system (cns) dysfunction, which suggests a malfunctioning of the brain rather than actual tissue damage.