ABSTRACT
This section comprises outlines of the historical and contemporary contexts within which the natures of, and relationships between. specific learning difficulties and specific development dyslexia have been. and are. conducted. Key theoretical issues are identified. Their implications for more effectively conceptualizing. identifying. predicting and alleviating the varied patterns of learning difficulties are considered. The ambiguous nature of the legal rights of pupils in England and Wales deemed to have special educational needs in general. and the subset of those experiencing specific learning difficulties in particular. is discussed. Related administrative and financial implications are examined in the light of the Education Act 1981 and the Education Reform Act 1988.
