Learning disabilities: diagnostic considerations from an educational perspective.

Abstract

This article reviews the current definitions of specific learning disability (LD). It describes the multiple causes among the specific learning disability (SLD) population, citing cognitive, neuroanatomical, cellular, and genetic research trends. Emphasis is placed on assessment components and processes, including typically used academic, cognitive, and neuropsychological measures and newly introduced dynamic or domain-based approaches. Researchers and practitioners now acknowledge that SLD represents a life-long condition, manifesting differently at each developmental stage. The impact of LD on adult adjustment and independence is described as the newest challenge in the field of LD research.