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Related Experiment Videos

On defining learning disabilities: an emerging consensus.

D D Hammill

    Journal of Learning Disabilities
    |February 1, 1990
    PubMed
    Summary
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    This review examines the history of learning disability definitions since 1962. It advocates for a unified definition, recommending the one proposed by the National Joint Committee on Learning Disabilities (NJCLD).

    Area of Science:

    • Education
    • Psychology
    • Special Education

    Background:

    • Defining learning disabilities (LDs) has been a complex challenge since the 1960s.
    • Numerous attempts to establish a clear definition have resulted in varied and sometimes conflicting interpretations.
    • The lack of a universally accepted definition impacts identification, intervention, and policy.

    Purpose of the Study:

    • To trace the evolution of learning disability definitions from 1962 to the present.
    • To present a comprehensive overview of the current landscape of LD definitions.
    • To propose a consensus definition for learning disabilities.

    Main Methods:

    • Literature review of historical documents and research on learning disability definitions.
    • Analysis of key reports and position papers from relevant organizations.

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  • Comparative examination of different definitional frameworks.

    • Main Results:

    • Significant efforts have been made to define learning disabilities since 1962.
    • The current status reveals a lack of consensus, with multiple competing definitions.
    • The National Joint Committee on Learning Disabilities (NJCLD) has proposed a definition that addresses many of the field's challenges.

    Conclusions:

    • A unified and consistent definition of learning disabilities is crucial for advancing the field.
    • The NJCLD's proposed definition offers a viable framework for achieving consensus.
    • Adoption of a consensus definition will improve consistency in research, practice, and policy for individuals with learning disabilities.