Abstract
The search for effective means of assessing learning disabled children is continuous and often frustrating. Because of the uniqueness of the learning disabled, few professionals feel totally confident in interpreting test data to reach the diagnosis ‘learning disabled’. Historically, diagnosis of learning disabilities has focused on a number of isolated variables. Deficits and strengths within the child were identified and labelled; task analysis has been used to determine level of skill; learning styles have been analysed and matched with supposed teaching models; motivation, interests and attitudes have been inventoried and plotted; attention has been given to the significance of parents, siblings and the home environment. No one could question the importance of each of the variables assessed; however, rarely are they all given to reach a diagnosis. Taken singly they provide little information (Hardin, 1978).
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