IDENTIFICATION AND OVERIDENTIFICATION OF SPECIFIC LEARNING DISABILITIES (DYSLEXIA) IN GREECE

Anastasiou, D; Polychronopoulou, S

dc.contributor.author	Anastasiou, D	en
dc.contributor.author	Polychronopoulou, S	en
dc.date.accessioned	2014-03-01T01:58:53Z
dc.date.available	2014-03-01T01:58:53Z
dc.date.issued	2009	en
dc.identifier.issn	0731-9487	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/28774
dc.subject.classification	Education, Special	en
dc.subject.classification	Rehabilitation	en
dc.subject.other	READING DISABILITIES	en
dc.subject.other	INTERVENTION	en
dc.subject.other	VALIDITY	en
dc.title	IDENTIFICATION AND OVERIDENTIFICATION OF SPECIFIC LEARNING DISABILITIES (DYSLEXIA) IN GREECE	en
heal.type	journalArticle	en
heal.language	English	en
heal.publicationDate	2009	en
heal.abstract	The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6-18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Greek governments seem to be partly justified by the phenomenon of a disproportionate percentage of students with dyslexia in secondary schools, when compared with that in elementary schools. This seems paradoxical, considering that the inadequacies in supportive special education services are much greater in the secondary-level education system. This finding was analyzed in terms of the legal and social actualities of Greece. Finally, a comparison between the Greek situation and the specific learning disabilities reality in the United States revealed differences regarding the issue of identification as well as similarities in the social factors that lead to distortions of the diagnostic procedures.	en
heal.publisher	COUNCIL LEARNING DISABILITIES	en
heal.journalName	LEARNING DISABILITY QUARTERLY	en
dc.identifier.isi	ISI:000266058900002	en
dc.identifier.volume	32	en
dc.identifier.issue	2	en
dc.identifier.spage	55	en
dc.identifier.epage	69	en