The author contends that, while visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities. (Author)

This article argues that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It is mathematically demonstrated that the regression-based discrepancy method largely reflects…

Reviews definitional issues of learning disabilities in the context of the Guckenberger v. Boston University federal lawsuit. Four major questions are addressed: (1) Who is learning disabled?; (2) How should learning disabilities be assessed?; (3) Who is qualified to decide whether or not an individual has a learning disability?; and (4) What…

Discusses the development of informal mathematics in young children, the problems with formal mathematics instruction, how the traditional approach fails to address mathematics learning disabilities, and how a developmental perspective can assist in the identification and treatment of students with mathematics learning disabilities. (CR)

This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…

The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)

Paraprofessional training in administration and scoring of educational and psychological tests for learning disability diagnosis is examined, and it is concluded that projected disadvantages outweigh advantages, indicating caution in adopting the practice. (Author/CL)

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

This article analyzes how the dominant image of reality in the field of learning disabilities is derived from the diagnostic model. The article proposes an alternative, normative conception of education that emphasizes the importance of caring, social relatedness, and community participation. (Author/DB)

A review of the history and current status of screening and differential diagnosis in the field of learning disabilities concludes that continued efforts at refinements in diagnosis/classification are unproductive. The authors offer a variety of concrete recommendations from a data-based perspective to make appropriate educational experiences…

The author reviews research on early deprivation and neglect and recounts his own experience with children whose dwarfism is attributed to abuse or neglect. The existence of specific learning disability and diminished IQ in many of these children is cited. The author suggests further attention to the problem. (CL)

Data from reports of the federally funded Child Service Demonstration Centers (CSDCs) are said to show that only three CSDCs adhered to all criteria in the federal definition of learning disabilities. The author suggests that LD should be adopted as a generic term for all mild handicaps. (CL)

This article evaluates conclusions in Van den Broeck's article (2002) that argue the regression-based discrepancy method (RDM) used in learning disabilities diagnosis is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It concludes acceptable models support the…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…