Synthesis of chapters on learning disabilities: overview and additional perspectives

Abstract

This chapter reviews key concepts identified and discussed in the preceding chapters on learning disabilities (i.e. learning disorders) by Stasi and Tall, and Sparrow. Although both provide an extensive review of assessment models, policy, legal definitions, and treatments for individuals with learning disabilities (LD), the chapter by Stasi and Tall focuses on children and adolescents, and the chapter by Sparrow focuses on adults. In my synthesis of key concepts, I will complement their thorough review with further information related to large-scale syntheses of findings on adults and children with LD as they relate to controversies in the field. Common themes Both chapters share common themes, and they highlight the current emphasis placed on these issues within the field of neuropsychology. For example, both review diagnostic models, incidence and etiology, neurological correlates, key psychological processes, treatment, and current practices for individuals with LD. Each chapter reviews the primary diagnostic models regarding LD: IQ and achievement discrepancy, response to intervention, and clinical performance. Each reviews major classification systems used in the diagnosis of LD, with particular attention given to the criteria established in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR [1]), as well as legal definitions (e.g. Individuals with Disabilities Education Improvement Act of 2004 [2]) currently in place in the USA. Sparrow further analyzes federal definitions related to adults (e.g. Americans with Disabilities Act of 1990 [3] and related changes in interpretation authored by the US Supreme Court).

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