Perspectives on Learning Disabilities: Biological, Cognitive, Contextual

By Robert J. Sternberg; Louise Spear-Swerling | Go to book overview
Save to active project

Learning Disabilities: The Roads We Have Traveled and the Path to the Future

Linda S. Siegel

Learning disabilities are defined as significant difficulties in reading, spelling, arithmetic, and/or writing in spite of average or above-average intelligence. Learning disabilities have traditionally been defined by a diagnosis of exclusion; to be considered learning disabled, individuals must have average or above-average IQ test scores, have had access to adequate instruction, and not have had neurological problems or significant emotional disturbances that might be considered to be responsible for their difficulties in acquiring skills. For over 100 years, we have known about the existence of learning disabilities in some form, but often it seems as if we have made little progress in our understanding of this complex problem.

In this chapter, I discuss where we have traveled in our attempt to understand learning disabilities, the problems, the pitfalls, and the dead ends. I will provide (1) arguments and evidence that the identification of learning disabilities has been made an unnecessarily complex and complicated process, (2) a discussion of the major types of learning disabilities, (3) an outline of the role of IQ tests in the identification of learning disabilities, (4) suggestions for how we can help individuals with learning disabilities, and (5) some directions for the future.

The research described in this chapter was supported by a grant from the Natural Sciences and Engineering Research Council of Canada. I would like to thank Kim Kozuki for secretarial assistance.


Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this page

Cited page

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Perspectives on Learning Disabilities: Biological, Cognitive, Contextual


Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 296

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?