ABSTRACT
Kenneth Kavale’s examination of the role of discrepancy in the identification of learning disabilities (LDs) is both thorough and insightful. It is thorough in its description of the many discrepancy models that have been developed over the years and the issues that have surfaced as these models have been implemented. The joining of these many issues is insightful to this reader because it highlights the need for finding an alternative approach to establishing discrepancy.
