A review and analysis of current research on subtypes of learning-disabled children argues against a "single syndrome" theory of learning disability and demonstrates the feasibility of creating more homogeneous diagnostic groups within this broad and ill-defined category of exceptional children. (Author/CL)

The author suggests that, if the purpose of classification is to provide educational services, the category of learning disabilities be used to describe pupils with mild handicaps. She cites the folly of research on sytem-selected students because system-selection decisions are biased by political, practical, and financial influences. (CL)

Criticisms of traditional approaches to the assessment of student abilities and instructional program design are reviewed and alternative, dynamic approaches are suggested. A major feature of the suggested approaches is assistance to influence student performance and thus reveal the potential for change. The approaches are categorized and examined…

This response to Stanovich's (EC 607 092) proposal of a new type of learning disability, dysrationalia, looks at implications for the entire learning disabilities field, especially increasing differences between operational and substantive definitions and the ongoing creation of new types of learning disabilities to overcome perceived definitional…

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.…

The paper identifies areas of agreement among leaders in learning disabilities (LD) including heterogeneity of the LD population; explores the classification problem as it relates to etiology and/or treatment, and proposes a five-step plan to influence public policy concerned with differentiation and treatment of different types of learning…

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)

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)

In response to Larry Silver (EC 231 774) concerning whether attention deficit-hyperactivity disorder is a learning disability via a related disorder, this article proposes an interactional perspective that stresses the educational needs of the child within his/her total environmental context. It also summarizes the current empirical and clinical…

Characteristics of the aggressive, severely behavior disordered (BD) child are discussed, with a focus on classification and identification criteria. Additional factors directly related to the behavior of an aggressive, severely BD child are also considered: biological factors, familial factors, cognitive factors, frustration (specifically…

For successful classification of children with attention deficit-hyperactivity disorder, major issues include (1) the need for explicit studies of identification criteria; (2) the need for systematic sampling strategies; (3) development of hypothetical classifications; and (4) systematic assessment of reliability and validity of hypothetical…

This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

The field of learning disabilities (LD) needs to focus on four issues concerned with research and practice: (1) differentiation of LD from other problems, (2) identification of LD subgroups, (3) effects of specific interventions with specific subgroups, and (4) recognition of social/cultural influences on LD identification and services. (Author/DB)

This response to a paper by Linda Siegel (EC221505) on the relationship between Intelligence Quotient and learning disabilities addresses the differences between classification and identification, limitations in Siegel's conceptualization of intelligence, and the representation of the language and learning domains subsumed within the learning…

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…