"It became increasingly clear that for educational change to be both beneficial and lasting, it must include strengthened collegial relations. We need one another's viewpoints (...) we all need a far more comprehensiveviw of the complexities of classroom life, especially as these affect youngsters with learning disabilities."
Katherine Garret, in Thinking about inclusion and learning disabilities. A teacher's Guide, DLD
Over time, a number of LD definitions have been proposed, but none emerged as an unequivocal favorite. Presently, the two definitions enjoying the greatest support in the USA are the legislative definition found in the Individuals with Disabilities Education ACT and the one proposed by the National Joint Committee on Learning Disabilities.
The first formal definition was offered by Samuel Kirk (1962) in the text Educating Exceptional Children:
"A learning disability refers to a retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or bahavioral disturbances. It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors."
This definition was the first to introduce the notion of psychological process disorders, focusing on processing problems and how they interfer with academic performance. With the recognition of LD by the federal government, it was necessary to provide a definition for legislation establishing the new special education category. That definition was provided by the National Advisory Committee on Handicapped Children (NACHC), in 1968. The NACHC emphasized the notion of specific LD.
Dyslexia is a specific LD that has a neurological origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that if often unexpected in relation to other cognitive abilities. Ther common learning disabilities are dyscalculia, dysgraphia, auditory and visual processing disorders and non-verbal learning disabilities.
Bibliography:
Garret, Katherine, Thinking about Inclusion and Learning Disabilities: a teachers guide
Kavale, Keneth A., Forness, Steven R, What definitions of Learning Disabilitiy Say and don't say, a criticl analysis
National Center for Learning Disabilities, The State of the Learning Disabilities
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