Discussed is early identification of children having special educational or developmental needs, with emphasis on the use of screening to identify the potential high risk learner. Terms are defined and criteria to help select a screening instrument are given. The Zeitlin Early Identification Screening (ZEIS) is described as an example of a…

Intended for parents and professionals, the document contains a listing of books, newsletters, periodicals, and free material on learning disabilities. Publications are listed alphabetically by author or sponsor with entries that usually provide the following information: title, publisher, publisher's address, publication date, cost, and brief…

This paper discusses the current confusion in differentiating between reading disabilities and learning disabilities, as well as the role of the learning and reading specialist. The origin and history of the movement toward helping children labeled as having a reading or learning handicap are examined, and various definitions are discussed. It is…

An interview with S. Kirk focuses on the educator's views regarding such issues as the definition of learning disabilities and the implementation of P.L. 94-142 (The Education for All Handicapped Children Act). (CL)

In response to Hallahan et al, the authors suggest that variability in prevalence is a function of the methods used to examine prevalence differences and that the effect specific discrepancy criteria for learning disabilities have on the number of students identified is the critical issue. (Author/DB)

Examined three definitions of learning disabilities (LD), ability-achievement discrepancy, low achievement, and scatter, to determine common variance among 48 LD children and 96 non-LD children. Factor analysis resulted in two distinct groupings of LD students; low achievement accounted for over four times as much variance as ability-achievement…

The discussion of the history of learning disabilities, emphasizes the lack of a precise definition and the ambiguous nature of etiological duration, and incidence explanations. He asserts that the teacher-therapist must become the major focus of study and research. (CL)

In attempting to explain definitional problems in the field of learning disabilities, the authors review concepts from the history and philosophy of science. It is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution. (Author/CL)

The author draws on his experience with learning disabilities (LD) to offer 10 challenges to the profession, including to adopt a historically and professionally honest and accurate definition of LD, to recognize two separate groups within LD, and to advocate against the principle of least restrictive environment. (CL)

The relevance of the new National Joint Committee on Learning Disabilities definition of learning disabilities is discussed in relation to the infant population. (Author/CL)

The author suggests that controversies over defining learning disabilities (LD) have resulted from confusion between diagnosis and definition and from disagreement over the discrepancy issue. He further suggests that LD students are a subset of age- and ability-referenced underachievers. (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)

The history of difficulties with definitions of learning disabilities (LD) is reviewed and the definition proposed by the National Joint Committee for Learning Disabilities is described. LD is seen as a generic term referring to a heterogeneous group of disorders presumed to be due to central nervous system dysfunction. (CL)

Among findings are that issues involving teaching techniques, teacher training, and problems of definition are the main areas needing resolution; that better teaching techniques for children with learning disabilities are of paramount importance; and that some 60 percent of 108 survey respondents considered reading to be the most important…

In response to S. A. Cohen's paper on research problems in learning disabilities the author agrees on the need for better definitions and more experimental studies (rather than ex post facto correlational studies) but suggests that subgroups within the broad classification of learning disabilities be identified for research and instructional…