Models of patterns of strengths and weaknesses used in identifying, diagnosing and intervening with people with learning disabilities
Many researchers and practitioners in the field of special education and educational inclusion rely on criteria of discrepany and exclusion in diagnosing people with learning difficulties, despite the existence of more modern models that are not only effective in identifying and diagnosing, but also extend to planning appropriate intervention. This paper presents five different models for identifying patterns of strengths and weaknesses used in identifying and diagnosing students with special learning disabilities, often referred to more generally as students with learning disabilities.
This scientific paper seeks to answer the following questions:
1. To what extent are the models of strengths and weaknesses compatible with diagnosis and intervention for people with learning disabilities?
2. What are the principles underlying the strengths and weaknesses models for diagnosis and intervention for people with learning disabilities?
3. What are the distinctive characteristics of each of the five models of strengths and weaknesses for diagnosis and intervention for people with learning disabilities?
4. How reliable are the models of strengths and weaknesses for diagnosis and intervention for people with learning disabilities compared to the Divergence Test Model and the Response to Intervention Model?
5. What are the requirements for employing each of the five models of strengths and weaknesses for diagnosis and intervention for people with learning disabilities?
By answering these questions, the extent of compatibility of these models in diagnosing learning disabilities, the principles on which they are based, the distinctive characteristics of each model, the extent of its credibility, and the requirements for its use in indicating patterns of strengths and weaknesses for the purposes of diagnosis and intervention for people with learning disabilities will be determined.