Abstract
An operational definition of “learning disabilities” is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition — which identifies children as “learning-disabled” on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors — overlooks functional similarities among such groups as educable mentally retarded and emotionally disturbed children. These similarities warrant the inclusion under the rubric of “learning-disabled” of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.
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The authors thank Leonard White for his thoughtful assistance in the preparation of the manuscript.
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Schere, R.A., Richardson, E. & Bialer, I. Toward operationalizing a psychoeducational definition of learning disabilities. J Abnorm Child Psychol 8, 5–20 (1980). https://doi.org/10.1007/BF00918158
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DOI: https://doi.org/10.1007/BF00918158