Definitions of Learning Disabilities Used in the United States

Abstract

This article features the results of a survey of 42 state departments of education regarding their respective definitions of learning disabilities and attempts to operationalize them. A conceptual framework consisting of 15 components is presented as a vehicle for analyzing LD definitions. The definitions from the state departments were examined and discussed in terms of those components. The results revealed trends and variations in the state definitions and these are highlighted by a discussion of the approaches used in the states of Washington and Florida to operationalize the LD definition. The use of the conceptual framework and a study of functional relationships between behavior and environment are two of the procedures recommended to enhance the development of an acceptable definition of LD.

Learning disabilities: Some problem areas for consideration

“…More specific areas, on the other hand, such as cognitive processing are usually tapped by instruments like the ITPA. The exact nature of the what constitutes a 'significant discrepancy,' however, has been left out of most definitions (Chalfant & King, 1976;Mercer, Forgnone & Wolking, 1976), and consequently, these decisions are often made at the school board level. While a 1½ to 2 year deficit in one or more school subjects is frequently used, there is again no consistent agreement in terms of how far behind the student should be to be considered LD.…”

“…For example, Cruickshank (1972) recently identified more than 40 terms in the literature that referred to the same phenomenon. Similarly, Mercer, Forgnone and Wolking (1976) have also noted that a wide variety of definitions have been employed, and are currently in use, at both theoretical and operational levels. Specifically, in a survey of 42 states in the U.S., they reported that the 1969 congressional definition was employed exclusively in only 19~o of the states.…”

Modeling and Attention of Mentally Retarded, Learning Disabled, and Normal Boys

“…the criteria used to identify children as learning disabled varied from one study to another. No consensus has been achieved regarding the criteria which accompany the diagnosis of a learning disability (Mercer, Forgnone, & Wolking, 1976). In addition.…”

An analysis of Staggered spondaic word test performances of dyslexic children and their parents

“…potential. This performance deficit may manifest itself in impaired ability to attend to task, to conceptualize, to speak or communicate clearly, to read with comprehension, to write legibly with meaning, to spell accurately, or to perform mathematical calculations including those involving reading (Mercer, 1976;Merifield, 1970;Silver, 1971).…”