Toward operationalizing a psychoeducational definition of learning disabilities (original) (raw)

1980, Journal of Abnormal Child Psychology

An operational definition of "learning disabilities" is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition-which identifies children as "learning-disabled" on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors-overlooks functional similarities among such groups as educable mentally retarded and emotionally disturbed children. These similarities warrant the inclusion under the rubric of "learning-disabled"of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with dayto-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed. Congress has defined specific learning disability as follows: "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, speU, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain disfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.