Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning

Abstract

Two key concepts in diagnosing learning disabilities (“severe discrepancy” and “process dysfunction”) are reviewed and their relationship to the habilitation of learning is discussed. Specific guidelines are delineated for correctly calculating a severe discrepancy between an individual's age and ability and level of academic attainment. Methods and reasons for evaluating processing skills are also discussed. Process models of deficit-centered remediation are dismissed in favor of strength models of remediation.