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The dilemma of diagnosis in learning disabilities: Problems and potential directions
Author(s) -
Sabatino David A.,
Miller Ted L.
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198001)17:1<76::aid-pits2310170114>3.0.co;2-t
Subject(s) - learning disability , dilemma , psychology , categorical variable , perception , cognitive psychology , population , expression (computer science) , face (sociological concept) , developmental psychology , mathematics education , computer science , linguistics , machine learning , neuroscience , medicine , philosophy , environmental health , epistemology , programming language
Current procedures for diagnosing perceptual and language deficits in the face of academic underachievement have resulted in a categorical expression—learning disabilities. In this paper, the contention is offered that learning disabilities so ascertained constitutes, at best, an expression, not a diagnosable entity. Current definitions may be incapable of describing a meaningful population for research or providing data that are useful for instructional management or placement. Two features are described that could become central in a diagnosable entity termed a learning disability.