Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)

In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

The paper on learning disability (LD) definition and subtypes considers the nature of the definition and differentiation problems, the importance of placing and keeping LD in perspective vis a vis other learning problems, and future development of a LD classification schema using dimensions of cause, severity, pervasiveness, and chronicity.…

This article asserts that the learning disabilities field must (1) address causality in differentiating learning disabilities from other learning problems, (2) expand prevailing approaches to individualizing instruction so that intrinsic motivation is accounted for in a systematic, comprehensive manner, and (3) move beyond piecemeal programs to…

In agreement with Coles (EC 220 146), the article comments on the poor quality of research in the learning disability field, and Coles'"interactivity" theory as an alternative to the neurological-deficit theory which is applied to the problem of classification, intervention, and a societal approach. (DB)

The future of the learning disability field should include: an expanded focus on adolescents and adults; broader models for understanding behavior and learning; going beyond concepts of diagnosis, treatment, remediation, and individualized instruction; expansion of views of basic skills; and interventions that focus on more than changing people.…

Steps for enhancing skills and motivation for solving interpersonal problems are included. In addition, reference is made to planning intervention for learning disabled students. (Author/SEW)

Basic changes needed to recruit, train, and retain high quality professionals in the field of learning disabilities include: improving education's professional image; explicit articulation of program rationales, content, and processes; and political lobbying for improved public support. (Author/DB)

This current response to a 1968 article by Ray Barsch (EC 602 662) notes lack of progress in defining and classifying learning disabilities and in determining appropriate interventions to help students with learning disabilities. The paper distinguishes among three types of learning problems and notes the need for individualized transdisciplinary…

The paper discusses the ethical bases for practices in identifying learning disabilities (LD) in children. The state of the art in identification is briefly highlighted, as is the controversy over responsibility and abuse in the process. The author asserts that concerns over current practices do not change the underlying responsibility to provide…