Large-Scale Learning Disability Identification: The Reprieve of a Concept

Abstract

The conceptual and operational definition of a learning disability has long been discussed, and the debate has been intensified by recent large-scale investigations. This article presents the results from a large sample of referral and learning disability children and interprets them as being consistent with the contention that learning disability is a viable concept that can be meaningfully used. The premature elimination of the concept in favor of more general constructs, such as low achievement, was rejected. Upon closer evaluation, the alternate concepts will lead to as many ambiguities, inconsistencies, and misapplications as does the concept of learning disabilities. Systematic and extensive empirical evaluation of various operational definitions, including very general ones such as low achievement, provides the only logical way to clarify the issues.