This study examines the historical relationships among privilege, race, and learning disability (LD) diagnosis. Whereas recent research links disability diagnosis primarily with racial and socioeconomic disadvantage (assuming a “low road” to disability), it is argued that in the case of LD, privileged children initially received the most diagnoses (suggesting a “high road” to disability). Using California data from 1976, 1986, and 1998, this study explores causes of LD diagnosis by examining the effects of students' individual race and district-level minority proportion. Initially, LD diagnosis appears at markedly higher rates in low-minority districts. Over time, this effect diminishes, while the effect of individual race increases, with black and Hispanic students becoming increasingly likely to receive an LD diagnosis as compared to white students. This article then discusses the critical implications of these findings for disability studies, and the relationship of social privilege to parents' role in determining the identification and accommodation of disabilities.
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