Dificultades Específicas del Aprendizaje:
Hacia una Aproximación Conceptual
Palabras clave:
Dificultades de aprendizaje, Concepto, Historia
Resumen
El presente artículo aborda la historia del concepto Dificultades Específicas del Aprendizaje, realizando un análisis del recorrido de dicho concepto desde su concepción en la década de los años 60 hasta su última acepción en el Manual Diagnóstico y Estadístico de los Trastornos Mentales de la Asociación Americana de Psiquiatría DSM – V.
Citas
Aaron, P. G. (1997). The Impending Demise of the Discrepancy Formula. Review of Educational Research, 67(4), 461-502. https://doi.org/10.3102/00346543067004461
Asociación Americana de Psiquiatría (2013). Guía de consulta de los criterios diagnósticos del DSM 5. Arlington, VA: Asociación Americana de Psiquiatría.
http://www.eafit.edu.co/ninos/reddelaspreguntas/Documents/dsm-v-guia-consulta-manual-diagnostico-estadistico-trastornos-mentales.pdf
Bateman, B. (1965). Learning disabilities: An overview. Journal of School Psychology, 3(3), 1-12. https://doi.org/10.1016/0022-4405(65)90034-8
Bateman, B., & Chard, D. (1995). Identifying Students Who Have Learning Disabilities. En: A. Deffenbaugh (Ed.), The Oregon Conference Monograph (pp. 11-19). Oregon: University of Oregon. https://files.eric.ed.gov/fulltext/ED385018.pdf
Cahan, S., Fono, D., & Nirel, R. (2012). The Regression-Based Discrepancy Definition of Learning Disability. A Critical Appraisal. Journal of Learning Disabilities, 45(1), 170-178. https://doi.org/10.1177/0022219409355480
China, N. (2013). El rol de la respuesta a la intervención en la identificación del Trastorno Específico en el Aprendizaje de la lectura: el Test Colectivo de Eficacia Lectora. V Congreso Internacional de Investigación y Práctica Profesional en Psicología – IX Encuentro de Investigadores en Psicología del MERCOSUR (pp. 18-21). Universidad de Buenos. https://www.aacademica.org/000-054/162.pdf
Dombrowski, S. C., Kamphaus, R. W., & Reynolds, C. R. (2004). After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria. Professional Psychology: Research and Practice, 35(4), 364-372.
https://doi.org/10.1037/0735-7028.35.4.364
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23.
https://doi.org/10.1037/0022-0663.86.1.6
Fletcher, J. M., Denton, C., & Francis, D. J. (2005). Validity of Alternative Approaches for the Identification of Learning Disabilities: Operationalizing Unexpected Underachievement. Journal of Learning Disabilities, 38, 545-552.
https://doi.org/10.1177/00222194050380061101
Goikoetxea, E. (2012). Las dificultades específicas de aprendizaje en el albor del siglo XXI. RELIEVE, 18(1), art. 2.
http://www.uv.es/RELIEVE/v18n1/RELIEVEv18n1_2.htm.
Hallahan, D. P., & Mercer, C. D. (2002). Learning Disabilities: Historical Perspectives. En: R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice (pp. 1-67). Mahwah, NJ: Erlbaum.
Hallahan, D. P., Pullen, P., & Ward, D. (2013). A Brief History of the Field of Learning Disabilities. En: H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed., pp. 15-32). New York: The Guilford Press.
Jiménez, J. E. (2016). Modelo de Respuesta a la Intervención: un nuevo enfoque en la identificación de las dificultades de aprendizaje. En: J. L. Castejón Costa (Coord.), Psicología y Educación: Presente y Futuro (pp. 64-74). Alicante: ACIPE (Asociación Científica de Psicología y Educación). http://rua.ua.es/dspace/handle/10045/64560
Kavale, K. A. (2005). Identifying Specific Learning Disability: Is Resposiveness to Intervention the Answer? Journal of Learning Disabilities, 38(6), 553-562.
https://doi.org/10.1177/00222194050380061201
Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2006). Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal. Learning Disability Quarterly, 28(1), 113-127.
https://doi.org/10.2307/30035539
Ley Orgánica 2/2006, de 3 de mayo, de Educación; Boletín Oficial del Estado, número 106, 4 mayo 2006.
https://www.boe.es/buscar/pdf/2006/BOE-A-2006-7899-consolidado.pdf
Lyon, G. R., Fletcher, J. M., Shaywitz, S., Shaywitz, B., Torgesen, J. K., Wood, F., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. En C. E. Finn, A. J., Rotherham, & C. R. Hokanson (Eds.). Rethinking special education for a new century (pp. 259-287). Washington, DC: Progressive Policy Institute and Thomas B. Fordham Foundation.
https://www.researchgate.net/publication/313660433_Rethinking_learning_disabilities_n_Finn_Jr_C_E_Rotherham_A_J_Hokanson_Jr_C_R
Mather, N., & Gregg, N. (2006). Specific Learning Disabilities: Clarifying, Not Eliminating, A Construct. Washington, DC: American Psychological Association (APA).
McDermott, P. A., Goldberg, M. M., Watkins, M. W., Stanley, J. L., & Glutting, J. J. (2006). A Nationwide Epidemiologic Modeling Study of LD: Risks, Protection and Unintended Impact. Journal of Learning Disabilities, 39(3), 230-251.
https://doi.org/10.1177/00222194060390030401
Mellard, D. F., Deshler, D. D., & Barth, A. (2004). LD Identification: It´s not simply a matter of building a better mousetrap. Learning Disability Quarterly, 27(4), 229-242. https://doi.org/10.2307/1593675
Peterson, K. M. H., & Shinn, M. R. (2002). Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities? School Psychology Review, 31(4), 459-476.
Reynolds, C. R. (1985). Measuring the Aptitude-Achievement Discrepancy in Learning Disability Diagnosis. Remedial and Special Education, 6(5), 37-55.
https://doi.org/10.1177/074193258500600508
Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies. School Psychology Review, 41(1), 3-22.
Uribe Pedroza, L. H., Echeverry Jaramillo, L. M., Vélez Jaramillo, M. E., Cuadros Jiménez, O. E., y Gómez Betancur, L. A. (2013). Hacia una identificación de las Dificultades de Aprendizaje (DA) en el contexto escolar: aportes de la experiencia americana. Uni-pluri/versidad, 13(2), 55-68.
https://pdfs.semanticscholar.org/8db7/d6e7edd4c6888632751dd0e2e326a439778b.pdf
U. S. Department of Education (2006). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-i
Wilson, L. R., & Cone, T. (1984). The Regression Equation Method of Determining Academic Discrepancy. Journal of School Psychology, 22(1), 95-110.
https://doi.org/10.1016/0022-4405(84)90055-4
Woodcock, R. W. (1984). A Response to Some Questions Raised About the Woodcock-Johnson II. Efficacy of the Aptitude Clusters. School Psychology Review, 13(3), 355-362. https://doi.org/10.1080/02796015.1984.12085113
Woodcock, R.W., McGrew, K.S., & Mather, N (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing
Asociación Americana de Psiquiatría (2013). Guía de consulta de los criterios diagnósticos del DSM 5. Arlington, VA: Asociación Americana de Psiquiatría.
http://www.eafit.edu.co/ninos/reddelaspreguntas/Documents/dsm-v-guia-consulta-manual-diagnostico-estadistico-trastornos-mentales.pdf
Bateman, B. (1965). Learning disabilities: An overview. Journal of School Psychology, 3(3), 1-12. https://doi.org/10.1016/0022-4405(65)90034-8
Bateman, B., & Chard, D. (1995). Identifying Students Who Have Learning Disabilities. En: A. Deffenbaugh (Ed.), The Oregon Conference Monograph (pp. 11-19). Oregon: University of Oregon. https://files.eric.ed.gov/fulltext/ED385018.pdf
Cahan, S., Fono, D., & Nirel, R. (2012). The Regression-Based Discrepancy Definition of Learning Disability. A Critical Appraisal. Journal of Learning Disabilities, 45(1), 170-178. https://doi.org/10.1177/0022219409355480
China, N. (2013). El rol de la respuesta a la intervención en la identificación del Trastorno Específico en el Aprendizaje de la lectura: el Test Colectivo de Eficacia Lectora. V Congreso Internacional de Investigación y Práctica Profesional en Psicología – IX Encuentro de Investigadores en Psicología del MERCOSUR (pp. 18-21). Universidad de Buenos. https://www.aacademica.org/000-054/162.pdf
Dombrowski, S. C., Kamphaus, R. W., & Reynolds, C. R. (2004). After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria. Professional Psychology: Research and Practice, 35(4), 364-372.
https://doi.org/10.1037/0735-7028.35.4.364
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86(1), 6-23.
https://doi.org/10.1037/0022-0663.86.1.6
Fletcher, J. M., Denton, C., & Francis, D. J. (2005). Validity of Alternative Approaches for the Identification of Learning Disabilities: Operationalizing Unexpected Underachievement. Journal of Learning Disabilities, 38, 545-552.
https://doi.org/10.1177/00222194050380061101
Goikoetxea, E. (2012). Las dificultades específicas de aprendizaje en el albor del siglo XXI. RELIEVE, 18(1), art. 2.
http://www.uv.es/RELIEVE/v18n1/RELIEVEv18n1_2.htm.
Hallahan, D. P., & Mercer, C. D. (2002). Learning Disabilities: Historical Perspectives. En: R. Bradley, L. Danielson, & D. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice (pp. 1-67). Mahwah, NJ: Erlbaum.
Hallahan, D. P., Pullen, P., & Ward, D. (2013). A Brief History of the Field of Learning Disabilities. En: H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed., pp. 15-32). New York: The Guilford Press.
Jiménez, J. E. (2016). Modelo de Respuesta a la Intervención: un nuevo enfoque en la identificación de las dificultades de aprendizaje. En: J. L. Castejón Costa (Coord.), Psicología y Educación: Presente y Futuro (pp. 64-74). Alicante: ACIPE (Asociación Científica de Psicología y Educación). http://rua.ua.es/dspace/handle/10045/64560
Kavale, K. A. (2005). Identifying Specific Learning Disability: Is Resposiveness to Intervention the Answer? Journal of Learning Disabilities, 38(6), 553-562.
https://doi.org/10.1177/00222194050380061201
Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2006). Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal. Learning Disability Quarterly, 28(1), 113-127.
https://doi.org/10.2307/30035539
Ley Orgánica 2/2006, de 3 de mayo, de Educación; Boletín Oficial del Estado, número 106, 4 mayo 2006.
https://www.boe.es/buscar/pdf/2006/BOE-A-2006-7899-consolidado.pdf
Lyon, G. R., Fletcher, J. M., Shaywitz, S., Shaywitz, B., Torgesen, J. K., Wood, F., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. En C. E. Finn, A. J., Rotherham, & C. R. Hokanson (Eds.). Rethinking special education for a new century (pp. 259-287). Washington, DC: Progressive Policy Institute and Thomas B. Fordham Foundation.
https://www.researchgate.net/publication/313660433_Rethinking_learning_disabilities_n_Finn_Jr_C_E_Rotherham_A_J_Hokanson_Jr_C_R
Mather, N., & Gregg, N. (2006). Specific Learning Disabilities: Clarifying, Not Eliminating, A Construct. Washington, DC: American Psychological Association (APA).
McDermott, P. A., Goldberg, M. M., Watkins, M. W., Stanley, J. L., & Glutting, J. J. (2006). A Nationwide Epidemiologic Modeling Study of LD: Risks, Protection and Unintended Impact. Journal of Learning Disabilities, 39(3), 230-251.
https://doi.org/10.1177/00222194060390030401
Mellard, D. F., Deshler, D. D., & Barth, A. (2004). LD Identification: It´s not simply a matter of building a better mousetrap. Learning Disability Quarterly, 27(4), 229-242. https://doi.org/10.2307/1593675
Peterson, K. M. H., & Shinn, M. R. (2002). Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities? School Psychology Review, 31(4), 459-476.
Reynolds, C. R. (1985). Measuring the Aptitude-Achievement Discrepancy in Learning Disability Diagnosis. Remedial and Special Education, 6(5), 37-55.
https://doi.org/10.1177/074193258500600508
Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies. School Psychology Review, 41(1), 3-22.
Uribe Pedroza, L. H., Echeverry Jaramillo, L. M., Vélez Jaramillo, M. E., Cuadros Jiménez, O. E., y Gómez Betancur, L. A. (2013). Hacia una identificación de las Dificultades de Aprendizaje (DA) en el contexto escolar: aportes de la experiencia americana. Uni-pluri/versidad, 13(2), 55-68.
https://pdfs.semanticscholar.org/8db7/d6e7edd4c6888632751dd0e2e326a439778b.pdf
U. S. Department of Education (2006). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-i
Wilson, L. R., & Cone, T. (1984). The Regression Equation Method of Determining Academic Discrepancy. Journal of School Psychology, 22(1), 95-110.
https://doi.org/10.1016/0022-4405(84)90055-4
Woodcock, R. W. (1984). A Response to Some Questions Raised About the Woodcock-Johnson II. Efficacy of the Aptitude Clusters. School Psychology Review, 13(3), 355-362. https://doi.org/10.1080/02796015.1984.12085113
Woodcock, R.W., McGrew, K.S., & Mather, N (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing
