Abstract
A politically initiated shift in the conceptualization of learning disabilities (LD) is outlined, followed by an account of the consequences of the new perspective for the recognition of and services to LD students. The organization of the support system is described, including a survey of the services delivered and working methods. As another approach to examining the status of LD in Norway, a sampling of current research describes problems studied, methods of assessment, and intervention measures used. Some comments on the future situation for students with LD conclude the article.
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