Critically evaluates recent research aimed at empirical identification of homogeneous subtypes of learning disability. It is suggested that researchers strive for more commonality in the methods and measures used for subtype analysis leading to a single classification scheme to reduce heterogeneity and improve educational efforts. (Author/DB)

This article critically analyzes available definitions of learning disability. The general problem of definition is discussed first, followed by a discussion of individual definitions from the earliest to the latest. It is concluded that the definitions fail to provide substantive insight into the nature of the condition. (Contains extensive…

The implications of noncategorical approaches toward exceptional children are explored as they relate to learning disabled children. (BA)