ABSTRACT
The history of research on learning disabilities has demonstrated that with each new finding, additional unanswered questions have been raised. One explanation is that the recency of the field creates much needed information. Another hypothesis is that learning disabilities represent a secondary handicapping condition—a condition secondary to what may be a difference in how environmental information is processed. The history and the impact of the study of information- processing behaviors on learning have been reviewed and rereviewed (Mann, 1980). The resulting research to date has repeatedly and steadfastly indicated that even the well-researched topical areas can be organized into three component aspects for clarity. These aspects are the learning-disabled child in response to the task being presented, the environment in which the task is presented, and the expectations for social competence by teachers and significant others.
