In the field of learning disabilities, clearly specified conceptual frameworks do not invariably accompany remedial programs and curricula. There is thus a need to develop conceptual bases for interventional programs in learning disabilities. In this paper, the implications for research and education of learning disabled students of three recently developed theories of learning disabilities are discussed. The purpose of the discussion is to encourage professionals involved with learning disabled students to use these conceptual frameworks in research and educational programs for the learning disabled.
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