There's More to Identifying Learning Disability than Discrepancy

Unsurprisingly, problems in defining learning disability have been a topic of concern throughout the brief history of the field. As Kavale’s (this volume) discussion of Franzen’s 1920s work on accomplishment quotient shows, some of the underlying concepts predate the field by 40 years! In light of such longstanding and continued interest in discrepancy between expected and actual achievement, one should predict that controversy about ability-achievement discrepancy in learning disabilities will be the topic of academic debates another 40 years hence.