During the last decade, professionals in the area of learning disabilities have become increasingly aware that in some instances it may not suffice to use diagnostic data obtained from standardized tests to design or select the most appropriate clinical teaching strategy for each educationally handicapped child. As a possible solution to this problem, a new conceptual-methodological approach, known as the method of equivalence, is introduced. When used with existing diagnostic test instruments, this technique will enable the professional to specify the nature of educational handicaps in precise terms and also to suggest the use of the most appropriate clinical teaching strategy. The usefulness of this conceptual-methodological approach for LD is supported by recently obtained experimental findings using the Frostig Developmental Test of Visual Perception.

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