ABSTRACT
The consequences of deciding whether or not a child meets the criteria to be classified as learning disabled (LD) are broad. Such decisions impact a child’s educational program, which, depending upon its success, can impact their socioemotional functioning, their motivation regarding learning, and their self-esteem, not to mention their ability to read, write, and do arithmetic at the levels they will need to be successful in the future. Such decisions therefore cannot be taken lightly, and understanding the foundations on which such decisions are made should be of significant interest to all those with an investment in the future of these children. Fletcher, Lyon, Barnes, Stuebing, Francis, Olson, Shaywitz and Shaywitz (this volume) have provided the most explicit and comprehensive analysis to date of the key components of this process: the underlying classification system and diagnostic criteria used. Unfortunately, their findings and conclusions will not be easily accepted by the LD establishment, as they represent fundamental changes in how we would decide whether a child should be provided with special education services for LD or not. Of more concern is that similar recommendations, although not as well articulated and supported by recent data, have been voiced for almost 30 years (Applebee, 1971) without any impact on a policy and system set into place in the 1960s. Clearly historical precedence and inertia have taken hold of an area even though we have made significant advances in our knowledge and understanding of these children and their needs.
