Abstract
Since the introduction of the term learning disabilities more than 35 years ago (Kirk, 1963), the use of this category to describe children with learning problems has increased to the point that this designation currently accounts for the largest group of children in special education in the United States. Despite the popularity of this label, lively disputes about the phenomenon of learning disabilities remain, even for such basic issues as how to define learning disabilities and how children with such disabilities should be identified (Kavale and Forness, 1985). As a result, the children identified as learning disabled are a heterogeneous group, with varied problems and strengths.
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Pearl, R., Bay, M. (1999). Psychosocial Correlates of Learning Disabilities. In: Schwean, V.L., Saklofske, D.H. (eds) Handbook of Psychosocial Characteristics of Exceptional Children. Springer Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5375-2_17
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