ABSTRACT
The relative recency of LD as a category makes its history an important consideration. Why was LD created as a category of special education? What forces resulted in its emergence as a new special education classification? What need did LD fulfill within the spectrum of special education? Although LD is not a static phenomenon and will quite likely change over time, it is important to examine the historical influences through which it was born. By examining its antecedents, we can establish a baseline from which to better understand the basic nature of LD. Weiderholt (1974) commented on the need for historical perspective in the study of LD:
Though the term learning disabilities is recent, professionals have been concerned with LD individuals at least since the early 1800s. In fact, many of the current theories, techniques, and controversies relating to LD identification, etiology, and treatment have existed in one form or another for an extended period of time. The semantics and trappings may have changed periodically, but the basic premises and issues have remained remarkably consistent, (p. 103)
