A current view of learning disabilities

Abstract

THE TERM [,EARN ING DISABLED is most often used to describe a heterogeneous population of children who display persistent school achievement problems that are not easily explained by poor intellectual abilities. The term was first adopted in the 1960s to describe children with dyslexia, minimal brain dysfunction, neurological handicap, perceptual handicap, perceptual motor dysfunction, specific reading disability, and specific underachievement. ~' 2 These problems reflect the diversity of the professionals who deal with these children in clinics, hospitals, and schools. The theoretical and educational orientation used with these children also reflects the traditions from which these professionals come, resulting in both neurological and environmental explanations for various learning disabilities. Thus the available information often appears conflicting, which results in some disagreement about exactly what constitutes a learning disability. In spite of the many controversies about the definition, learning disabilities have been identified in a rapidly increasing number of children, and the number of professionals involved in research and service has increased comparably. At present the incidence of learning disabilities in children, as defined by the federal government, is second only to deficits in speech and hearing, and ahead of mental retardation. This large and diverse handicap is reviewed here with regard to definition, research, and treatment.