Who can Put ‘Learning Disability Label’ on Your Child? Issues of Sociocultural Affects on Learning Disability

Abstract

This paper provides a theoretical foundation on the topic "Issues of sociocultural affects on learning disability." The intent of this paper is to challenge the legitimacy of the claim that standardized tests do not relate to students' sociocultural backgrounds with theoretical perspectives. To examine the relationship between standardized tests and students' sociocultural backgrounds, we drew on idealism and empiricism as its framework. We examined the cogency of the definition for learning disability and the methodology applied to diagnosing students with Learning Disabilities. In consequence, we sought to determine meaningful implications in which to understand and diagnose students with Learning Disabilities.