ABSTRACT
The term learning disability (LD) generally refers to a disorder where a child’s achievement is substantially lower than what is expected based on intelligence. Simply stated, it means a person’s level of achievement is inconsistent with his or her ability when measured using an achievement and IQ test. According to the U.S. Department of Education, up to 11% of schoolaged children qualify as having a disability under the Individuals with Disabilities Education Act (IDEA), and approximately half of these children have a specific type of learning disability (U.S. Department of Education, 2000). Although the concept seems simple (ability versus achievement discrepancy), it has proven to be confusing because of a lack of consensus over how to operationalize it and a variety of definitions proposed by professional organizations and government officials. There is also great variability in the way that a learning disability has been assessed, including varying tests, methods, state and federal definitions, and in ways of using these definitions in professional practice. This variability of definition and method is also a problem because it makes it difficult for professionals to determine whether a child qualifies for special services and receives additional instruction. To better understand the current issues in the field of LD, it is first important to understand the history of the diagnosis.
