Global Perspectives on Learning Disabilities and Emotional/Behavioral Disorders

Abstract

As a reader of Intervention in School and Clinic, you will most likely be familiar with the ongoing debate in the literature over the definition of learning disabilities (LD) and to a lesser extent emotional and behavioral disorders (EBD). I take this lively debate as a sign that these areas are worthy of continued exploration. Furthermore, it is evident from my reading of the literature that there is sufficient interest and motivation around the globe to warrant the development of a new Global Perspectives Department in Intervention in School and Clinic. So I would like to extend a warm welcome to the readers and potential authors of this new department. This department was envisioned by Randall Boone and Kyle Higgins as one way of trying to broaden the range of countries served by the journal. It is further envisaged that this new department will enable the readers of Intervention in School and Clinic to learn more about how the issues surrounding the recognition, assessment, and treatment of LD and EBD are conceptualized and investigated around the globe. It is important to note that regardless of whether a country is developing or developed, the approaches taken with respect to the recognition and treatment of LD and EBD can be as diverse as the countries within which we all live and work. Therefore, from a global perspective, we can think of these particular disabilities as existing on a continuum of recognition and treatment. On one end of the continuum, there may be countries that for various reasons do not officially recognize these disabilities. At the other end of the continuum, there may be countries that not only recognize the disabilities but have extensive policy documents that encompass the assessment and treatment of these disabilities. As a practitioner or researcher in your own country, you undoubtedly have a better understanding of your local perspective, and so I would encourage you to share your experiences and perspectives in the pages of the new Global Perspectives Department in Intervention in School and Clinic. The global diversity that exists with regard to LD has been recently highlighted in a special issue from the journal Learning Disabilities Research and Practice. In this issue,