ABSTRACT
Th e term learning disability (LD) generally refers to a condition where a child’s achievement is substantially lower than expected based on the child’s 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 school-aged children qualify as having a disability under the Individuals with Disabilities Education Act (IDEA), and approximately half of these children have a specifi c 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 defi nitions proposed by professional organizations and government offi cials. Th ere is also great variability in the way learning disability has been assessed, including varying tests, methods, state and federal defi nitions, and in ways of using these defi nitions in professional practice. Th is variability of defi nition and method is also a problem because it makes it diffi cult for professionals to determine whether or not a child qualifi es for special services and receives additional instruction. To better understand the current issues in the fi eld of LD it is fi rst important to understand the history of the diagnosis.
