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The purpose of this study was to explore how learning disabilities should be reconceptualized in school education in response to future educational needs. Firstly, we analyzed the legal definitions of learning disabilities and related terms, as outlined in the「Act on Special Education for Persons with Disabilities, etc.」and「Act on Gurantee of Basic Academic Ability」. Based on this analysis, we proposed specific core conceptual elements and novel criteria for a reconceptualized understanding of learning disabilities. Second, based on cases related to the identification and diagnosis of learning disabilities in school settings, issues were presented for the reconceptualization of learning disabilities, such as learners who continue to face difficulties in learning despite basic academic support, learners caught between basic academic support and special education support, and challenges related to diagnosing students with learning disabilities at special education support centers. Thirdly, in order to address issues related to learning disabilities in school settings and provide tailored support for students with various learning challenges, we proposed a definition of 'learning disabilities' by the Korean Learning Disabilities Association (KLDA).
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