ABSTRACT
The definition and classification of learning disabilities has been a problem of interest to education, psychology, pediatrics, neurology, and other disciplines for many years. In this chapter, we:
Explore a number of definitional issues involving the measurement of intelligence and achievement.
Demonstrate some conceptual problems with past attempts and the manner in which these problems have often led to inadequate and inappropriate conclusions about the nature of learning disabilities.
Present a categorization system designed to define and classify different types of learning disabilities with a logical and consistent system that has some relevance for educational intervention.
Review previous attempts at subtyping or categorizing learning-disabled children in light of our conceptual model.
