An Approach to Operationalizing the Definition of Learning Disabilities

Abstract

This article proposes a method for operationalizing disabilities in order to identify precisely the population in question. An analysis of nine widely used definitions' is presented. This analysis reveals that definitions of learning disabilities seem to focus on five components. These are: task failure, exclusion factors, physiological correlates, discrepancy, and psychological correlates. To use the definition in the identification process, each of the five definitional components must be applied to the child. Strategies for operationalizing each component are discussed. The procedures for operationalizing the first four components present no problem. The psychological correlate component, however, is more difficult to operationalize. Five psychological processes are identified, questions to be considered during assessment are presented, and standardized tests for each process are listed.