ABSTRACT
There has been a steady increase in and attention paid to empirical subtyping research in the field of learning disabilities (LD). The identification of subgroups has enhanced classification efforts in the field and are viewed as positive steps towards enhanced understanding of the LD phenomenon (Adelman & Taylor, 1985). While a significant contribution, empirical subtyping must still be viewed cautiously. It is not the solution to the many problems confronting the LD field and must be evaluated in relation to classification in other fields (e.g., botany, zoology) where taxonomic issues are primary concerns. Therefore, the purpose of this chapter is to analyze critically the present work in empirical subtyping.
