ABSTRACT
Over the past 40 years, conceptualizations of learning disabilities have changed from unitary approaches that emphasize isolated processes toward multidimensional approaches that focus on the interactions between neurologically based characteristics and environmentally transmitted influences. There has also been increasing recognition of the complex array of processes that contribute to learning including cognition, processing speed, background knowledge, and motivation. There is a growing understanding that learning problems are influenced by the complexity of the curriculum and the style of teaching. Consequently, the nature and severity of students’ difficulties in learning may change over time as a function of the interactions among their developmental strengths and weaknesses on the one hand, and the curriculum complexity and volume on the other. The impact of learning disabilities is also affected by students’ motivation and determination and the effort they are able or willing to expend in order to overcome and compensate for their difficulties in learning.
