Critical Review of Use of Medical Versus Social Model for Identification of Learning Disabilities

The process of identification of specific learning disability (SLD), in India, is dominated by the medical model with strong emphasis on an IQ score of 85 and above, as an important inclusion criterion. In addition, there is minimal emphasis on tracking learning history for quality interventions. Only parent reports that they have been teaching the child and child’s attendance of a formal school since the beginning of their scholastic journey are taken as indicators that the child has been taught the foundational skills of reading, writing, and maths but has failed to show mastery. The focus of the research paper is to critically review the medical model and social model to be able to make suggestions of best fit. The perspective is to be able to look at learning disability from the point of functionality and bring forth the options that can assist specific cases of scholastic underachievement. The present paper outlines the problems with following the IQ score driven, medical model while addressing an educational problem. Further, suggestions are made toward creating a social, problem-solving approach toward identification of SLD that will focus more on teaching toward closing of scholastic lags and identification of specific needs and supports that learners need to successfully complete their schooling, with confidence and pride.