Proceedings of The 6th International Conference on New Approaches in Education
Year: 2023
DOI:
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New Model For Learning Disability Identification – QCA And INUS Reasoning
Asst. Prof. Vida Gergő
ABSTRACT:
The special education need is one of the most neuralgic issues today across the European public education system you can see in the statistics. The diagnostics is also a missing link in inclusive education because of categorisation. Categorization is pushing the process closer to segregation. The distribution of children with special education needs has increased by 13% in one year in Hungary. Our research was traced back to mathematical, statistical rules, applying the Bayes’ theorem. We concluded that the diagnostics should described as a process model with clean background. In our previous research we revealed that the investigated system is not inclusive. Two School Districts allowed access to the archives and we used stratified sampling to examine the documentation of established SEN status before the period of distance education. Our investigation covered the whole process of diagnostical assessment from the aspect of the case studies. Using qualitative comparative analysis, which corresponds to the mixed paradigm, we were able to identify the necessary and/or sufficient conditions behind learning disabilities. Following the logic of fuzzy systems, all background variables were investigated using fsQCA 4.0 software. With the continuous iteration and using the basic principles of Boolean algebra it was possible to describe the diagnostics process as a model. Representing the relevant variables in the form of a Karnaugh-map the fuzzy characteristics could be revealed. Learning disability cannot be represented as a rigid category. From this aspect recommendation for the practice can be provided and diagnostics could be the part of inclusion.
keywords: learning disability, diagnostics, QCA, special education needs