ABSTRACT
The aspect of new conceptions of intelligence that we have chosen to consider in the context of learning disabilities is the distinction between academic and practical intelligence. We begin by describing the characteristics of academic and practical problems, and the conceptions of academic and practical intelligence that we have adopted for present purposes. Next, we discuss relations between academic intelligence and learning disabilities by considering two specific questions: Are deficits in academic intelligence responsible for the impaired academic performance of children with learning disabilities, and conversely, is the impaired academic performance of children with learning disabilities likely to result in deficits in academic intelligence? Then, we ask the same two questions about relations between practical intelligence and learning disabilities.
