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Mental retardation and learning disabilities: conceptual and applied issues
E A Polloway1, J R Patton, T E Smith
1School of Education and Human Development, Lynchburg College, VA 24501, USA.
Journal of Learning Disabilities
|May 1, 1997
Summary
This study clarifies the complex relationship between intellectual disability and learning disabilities, examining if they are concurrent or separate conditions. It explores definitions, causes, and lifelong support needs for individuals with these disabilities.
Area of Science:
- Special Education
- Developmental Psychology
- Disability Studies
Background:
- The distinction between intellectual disability and learning disabilities is often unclear.
- Current practices in educational and non-educational settings lack conceptual clarity regarding these disabilities.
Purpose of the Study:
- To examine the conceptual relationship between intellectual disability and learning disabilities.
- To review emerging issues in definition, classification, etiology, and lifelong concerns.
- To address applied issues affecting individuals with disabilities in educational and adult settings.
Main Methods:
- Conceptual analysis of existing literature and practices.
- Review of definitions, classifications, and etiological factors.
- Discussion of applied issues including curricula, instruction, inclusion, and adult services.
Main Results:
- The relationship between intellectual disability and learning disabilities is complex and requires clearer conceptualization.
- Emerging concerns include definition, classification, etiology, and lifelong support.
- Applied issues in education and adult services significantly impact individuals with disabilities.
Conclusions:
- A clearer understanding of the relationship between intellectual disability and learning disabilities is crucial.
- Addressing emerging and applied issues is vital for improving outcomes for individuals with disabilities.
- This work provides a framework for viewing these exceptionalities and improving support systems.
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