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ERIC Number: EJ973123
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1046-6819
Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011
Learning Disabilities: A Multidisciplinary Journal, v18 n1 p35-39 Win 2012
The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support the validity of the construct. Historically, "specific learning disability" (SLD) has been recognized and defined by the U.S. Office of Education since 1968 (U.S. Office of Education, 1968). However, recent discussion about retaining the learning disabilities category has prompted this overview of critical issues in the field of learning disabilities and their implications for policies that affect individuals with learning disabilities. This paper addresses points of general agreement in the field of learning disabilities, common misperceptions regarding learning disabilities, and unresolved issues in scholarship and practice, which inform the NJCLD's policy recommendations regarding learning disabilities research and practice. The NJCLD's purpose in presenting this document is to establish a basic consensus upon which to build policy for the United States.
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004