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Four issues facing the field of learning disabilities are discussed: (a) defining learning disabilities in terms of discrepancy scores, (b) delineating the boundaries of how specific a learning disability must be, (c) identifying treatments with scientific credibility, and (d) implementing instructional policy that is in the best interest of the child. Although these issues have been discussed in the literature for some time, some deeper conceptual issues lie below the surface. These issues are related to (a) a weak research foundation for operationalizing learning disabilities; (b) too narrow a research focus, thereby excluding work in other areas; (c) few answers to some practical instructional questions; and (d) implementation of policy independent of data. Illustrations and possible redresses are provided.
H. Lee Swanson (Tue,) studied this question.