Definition of Learning Disability

Definition of Learning Disability (LD)

Diverse opinions are characteristic of the learning disabilities field. But what is a learning disability? At least in regard to the definition there should be some agreement. That however, is not the case at all:

No group of special educators, it seems, is less certain about the nature of their field or, for that matter, about its very existence than are those who work in the area of learning disabilities. The problem is that no one can decide precisely what a learning disability is.¹

Twenty-five years after the LD term was first proposed, Sleeter commented that professionals were still wrestling with the question of how to define it. If they agreed on the major components of a definition and debated only the finer points, one could scarcely raise an eyebrow. But that was not the case. Major disagreements exist about what it means, exactly to whom it refers, and even whether it can be defined meaningfully:

Does the term refer to all children who are underachieving, or only certain children? While Cruikshank (1983) steadfastly maintained that it refers only to children whose under achievement is the “result of perceptual processing deficits” (p. 25), Mann and colleagues (1983) suggested that “we adopt learning disabilities as a generic term for all 'mildly' handicapped as the label to replace other stigmatizing ones” (p. 14). Kirk and Kirk (1983) reaffirmed the claim that LD results from “intrinsic, not extrinsic” problems, and that “those mildly retarded educationally, due to extrinsic environmental conditions require something other than LD services” (p. 18); to which Sabatino (1983) replied, “And that my friends, is absolute nonsense;...Indeed, how can one deny a culturally-linguistic component in a socially relevant condition?” (p. 23). While Myklebust (1983) asserted that, “Learning disabilities can be defined” (p. 15), Ysseldyke and Algozzine (1983) retorted, “To us, debate about who is LD and who is not has always been the world's closest rival for Sominex” (p. 26).²

Kronick commented that the LD label has become a catchall for students who do not fit the system. It is so broad a label that everyone could be and is being assessed as having LD.³

This dispute is still continuing — “with no apparent resolution.”⁴

References:
1.) Franklin, B. M., “Introduction: Learning disabilities and the need for dissenting essays,” in B. M. Franklin (ed.), Learning Disability: Dissenting Essays (Philadelphia: The Falmer Press, 1987), 1.
2.) Sleeter, C., “Literacy, definitions of learning disabilities and social control,” in 3.) Franklin (ed.), Learning Disability: Dissenting Essays, 67.
3.) Kronick, D., New Approaches to Learning Disabilities. Cognitive, Metacognitive and Holistic (Philadelphia: Grune & Stratton , 1988).
4.) Siegel, L. S., “Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University,” Journal of Learning Disabilities, 1 July 1999, vol. 32.

RESOURCE:

Audiblox Program for Learning Disabilities
A multisensory cognitive enhancement program, aimed at the development of foundational learning skills such as concentration, perception, memory, and logical thinking. It improves performance in reading, spelling, writing and math. Audiblox is adaptable for the gifted and less gifted, applicable for all age groups, and is effective for reading disability and arithmetic disability.