The author criticizes an article defending the concept of learning disabilities and points out methodological concerns. He asserts that the term has not only not reduced ambiguities and inconsistencies in the definitions but has increased competition for diminishing federal and state support. (CL)

The authors assert that progress in conceptualizing learning disabilities and related intervention procedures is dependent on systematic, consistent, and educationally grounded theory, and that each practitioner should adopt a system and use it consistently. A cognitive-field model is illustrated and its use as a foundation for educating LD…

The definition of learning disabilities (LD) by the National Joint Committee on Learning Disabilities emphasizes severity and heterogeneity; focuses attention on the internal nature; eliminates exclusive focus on psychological processing disorders; stresses the cognitive, linguistic, and academic nature of LD; and denies direct causation to other…

The definition of learning disabilities is viewed as ambiguous, confusing, imprecise, and a waste of time. The author cites the possibility of backlash from regular education. (CL)

The author examines implications of the P.L. 94-142 (the Education for All Handicapped Children Act) definition of learning disability, and cites two cases to illustrate two basic problems: that the definition is both overinclusive and underinclusive, and that it does not consider underlying causes. (CL)

The extent to which identification as learning disabled is a function of the definition used and the extent to which different classifications would result from use of different definitions were examined in a study involving 51 students (6 to 12 years old) referred for psychological evaluation as a result of academic difficulties. The school…

The purpose of this glossary is to help clarify communication among lay people and professionals by defining current terms--which are not self-explanatory--in the field of learning and reading disabilities. The terms selected for inclusion are those that might be encountered in the literature of the field, in psychological reports, in…

The paper surveys and analyzes the definitions of learning disabilities proposed by experts in the field and by legislative mandate. The discussion is organized around five topics: (1) historical developments, (2) common elements in the definitions, (3) criticisms of federal definitions, (4) theoretical versus operational definitions, and (5)…

To determine the degree of controversy or consensus regarding definitions at the state level, questionnaires focusing on six learning disability topics were sent to each state education agency (SEA) and the District of Columbia. In general, more consensus than controversy exists when broad areas are considered. Changes in some SEA definitions…

Problems with the current definition of learning disabilities (LD) include its misinterpretation, failure to recognize the developmental nature of LD, and lack of statement about etiology. The definition offered by the National Joint Committee on Learning Disabilities is presented. (CL)

Replies to criticism of work at Minnesota Institute for learning disabilities. Suggests that the work (what is known) in LD reflects the state of practice (what is done). Suggests the LD population is not clearly defined, and research does not indicate that LD children require interventions unique to their category. (Author/CL)

Researchers, policymakers, and teacher trainers, identified as being on the "cutting edge" of research and programing in learning disabilities, responded to surveys in 1975 and 1981. The "experts" generally endorsed learning disabilities as viable classifications and asserted that they are identifiable by specific symptoms or syndrome of symptoms.…

The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

The author cites issues involved in defining learning disabilities and suggests that it is a subcategory of underachievement. He summarizes his ongoing attempt to identify underachievers in kindergarten through a regression-referenced approach. (CL)