title: What definitions of learning disability say and don't say: a critical analysis.
abstract: In this article, we analyze critically available definitions of learning disability (LD). The general problem of definition is discussed first followed by a discussion of individual LD definitions from the earliest to the latest. We conclude that LD definitions fail to provide substantive insight into the nature of the condition. The reasons for this failure are discussed in relation to the nature of definition and the difficulties in providing operational definitions of LD that are meaningful and significant. Finally, means for resolving the problem of definition are discussed.
authors.affiliation: Special Education, The University of Iowa, Iowa City 52242-1529, USA.
authors.forename: K A
authors.initials: KA
authors.lastname: Kavale
authors.forename: S R
authors.initials: SR
authors.lastname: Forness
mesh_terms: D002648:Child; D003937:Diagnosis, Differential; D004522:Educational Status; D006801:Humans; D007802:Language; D007859:Learning Disabilities / Q000145:classification* / Q000175:diagnosis*; D011932:Reading; D009626:Terminology as Topic; D014956:Writing