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Thirty years ago, Dr. Samuel Kirk coined a form definition, Hammill (1990) contended that
new term, learning disabilities, presumably in the field of learning disabilitiesis heading toward
an effort to help parents and professionals un- an emerging consensus. Through a comparison
derstand why some children of normal intelli- of 11 definitions that are prominent today or
gence experienced significant difficultylearning were previously,Hammill(1990) delineated nine
and performing in school. Apparently, Kirk's significant elements by which definitions could
(1962) explanation was not satisfactory to a be contrasted. The nine elements include (a) un-
wide range of professionals and other interested derachievement determination, (b) central ner-
parties who attempted to grapple with this phe- vous system (CNS) dysfunctionetiology, (c) pro-
nomenon. In the ensuing decades, therefore, at cess involvement, (d) presence throughout the
least 10 additionaldefinitionsachieved some de- lifespan, (e) specification of spoken language
gree of popularity(Hammill,1990). problems as potential learning disabilities, (f)
The issue of defining learning disabilitieshas specification of academic problems as potential
generated significant and ongoing controversy.
Part of this difficultylies in a kind of identity cri-
sis: Is the construct of learning disabilitiesan ed-
HENRY B. REIFF,Ph.D., is Assistant Profes-
ucational, psychological, or social-political con- sor of Education, Western Maryland College.
cern, or possibly some complex combination of
all of these concerns? Adding to this confusion, PAUL J. GERBER, Ph.D., is Professor of Spe-
education and psychology are low-consensus cial Education and Clinical Professor of
fields dealing with human behavior and its theo- Psychiatry, Virginia Commonwealth Univer-
retical constructs, of which learning disabilitiesis sity/Medical College of Virginia.
one (Reynolds, 1986). RICK GINSBERG, Ph.D., is Associate Profes-
In the midst of the debate to formulate a uni- sor of Education, University of South Carolina.
learning disabilities from childhood to the pre- tions. In defining the term learning disabilities
sent. Gerber, Ginsberg, and Reiff's (1992) re- several themes appeared, a number of which
port on the results of the project provides a are included in many current definitions;
broader context for understandingthe methods namely, (a) processing difficulties, (b) specific
and purposes of the interview procedure; the functional limitations, (c) underachievement de-
reader is encouraged to refer to this article for termination, and (d)learning disabilitiesas differ-
more detailed information. ences-a concern that most definitions pre-
Of particularrelevance to the present study, at clude. These four themes will form the basis for
the end of the interview, the interviewerasked presenting and discussingthe data.
each participantthe following question: Processing Difficulties
"We have sometimes addressed the issue of Of the 57 definitions offered by adults with
your disabilityin each of the sections, but now learning disabilities, 16 (i.e., 28%) focused on
I'd like to focus on your learning disabilities the concept of a processing deficit as the pri-
specifically. The feelings you share regarding mary explanation for learning difficulties. Most
your disability can have a significant impact used the specific term process to describe their
on others who may feel that they are the only functioning.
ones who are different. Let's talk a little about The followingquotationsillustrateways in which
your learning disabilities.There are many defi- the subjectsperceivedprocessingdifficulties:
nitions of learning disabilities.How would you "Any interruptionin the learning process that
define learning disabilities?" makes it difficult for that person to achieve
This stimulus question spawned responses of goals."
varying lengths and diverse levels of complexity. "Brainis not programmedto process informa-
Despite a wide array of sophistication about tion like most people's brains are pro-
learningdisabilitiesin the study group, all subjects grammed."
had their own definitionof learningdisabilities. "Not a learning disability;it's a processing dis-
ability."
RESULTS AND DISCUSSION "Probablya central nervous system condition
Fifty-seven of the 71 subjects offered defini- that interferes with the person's abilityto pro-