Diagnostic Classification of LD: A Practical Necessity and a Procedural Problem

Abstract

As the diagnosis of learning disabilities has become widespread and commonplace, considerable debate has raged over the issue of labeling. Since the polemics have generated some confusion, it is important that professionals not lose sight of the major purposes and serious concerns related to diagnostic practices. In a two-part series, Adelman will (1) highlight why diagnostic procedures are necessary and why it is difficult to arrive at a valid diagnosis and (2) offer some perspectives on research and ethical considerations related to current LD diagnostic practices. In this first article, discussion of purposes and problems involved in diagnosing LD focuses on three topics: (a) how diagnosis relates to other assessment activity, (b) the objectives of diagnostic classification, and (c) specific conceptual concerns regarding the LD label.