Why We Do Not Need Intelligence Test Scores in the Definition and Analyses of Learning Disabilities

I have presented the case that intelli-gence test scores are not necessary for the definition of learning disabilities (LD) and that learning disabilities should not be defined in terms of IQ-achievement discrepancies. I maintained that the dis-crepancy definition was illogical because of the problematic nature of the assump-tions on which it is based. A number of individuals have responded to my paper. In this commentary, I shall respond to the major issues raised in their papers. These issues involve the nature of intel-ligence, whether or not there is a need for a discrepancy between intelligence test scores and achievement scores for the