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History, Definition, and Diagnosis

  • Chapter
Learning Disabilities

Part of the book series: Disorders of Human Learning, Behavior, and Communication ((HUMAN LEARNING))

Abstract

For a field that did not officially exist 25 years ago, learning disabilities (LD) has experienced unprecedented growth and has had significant impact on special education in particular, and education in general. The growth and development, however, have not been without cost and LD, besides being the largest category of special education, is also the most problematic (Gallagher, 1986). It is a field marked by controversy, conflict, and crisis, which has placed LD at a critical juncture. There is a continuing call for positive and rational answers to the question: What do we do about learning disabilities? A first step in answering this question is to examine the relationship between the LD category introduced 25 years ago and the LD category of today. The purpose of this chapter is to examine that relationship by focusing on the history, definition, and diagnosis of LD.

“You should say what you mean,” the March Hare went on. “I do,” Alice hastily replied, “at least—at least I mean what I say—that’s the same thing, you know.” “Not the same thing a bit!” said the Mad Hatter. —Lewis Carroll

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Authors
  1. Kenneth A. Kavale
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  2. Steven R. Forness
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Editors and Affiliations

  1. Department of Psychiatry, Medical College of Virginia, 23298, Richmond, VA, USA

    Nirbhay N. Singh

  2. Department of Psychology, University of Auckland, Auckland, NZ

    Ivan L. Beale

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Kavale, K.A., Forness, S.R. (1992). History, Definition, and Diagnosis. In: Singh, N.N., Beale, I.L. (eds) Learning Disabilities. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9133-3_1

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