Learning Disability

Abstract

The diagnosis learning disability is applied all too often and too loosely. Clinical experience at the Gesell Institute of Human Development suggests that a very large percentage of the children referred as learning disabled have been children of apparently quite normal academic potential who simply were overplaced in school. It is recommended that any psychologist or educator involved at least pursue the possibility that the poor school adjustment of any child may be due simply to immaturity and unreadiness for the work of the grade in which the child is placed rather than to some general learning disability.