What definitions of learning disability say and don't say - A critical analysis

In this article, we analyze critically available definitions of learning di sability (LD). The general problem of definition is discussed first followe d by a discussion of individual LD definitions from the earliest to the lat est. We conclude that LD definitions fail to provide substantive insight in to the nature of the condition. The reasons for this failure are discussed in relation to the nature of definition and the difficulties in providing o perational definitions of LD that are meaningful and significant. Finally, means for resolving the problem of definition are discussed.