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Abstract
Students with difficulties in specific cognitive processes and academic achievement with otherwise normal levels of intellectual functioning are classified as having a learning disability (LD). In spite of extensive recent research in a number of disciplines, controversial debate continues with regard to several issues. To reconcile some of them we first address the issue of conceptualising LDs, including the aspect of which approaches have been developed and which criteria are used to classify and to demarcate different LDs. Second, we reconsider some non‐trivial challenges regarding the identification of causes and consequences of the emergence of LDs. In the third part, we summarise the heterogeneity of associated phenomena and report on the related research targeting the identification of different LD subtypes. Finally, we address several issues regarding responses from the educational systems of modern societies, and make some comments on future perspectives of the field of LDs.
Acknowledgements
The findings reported here are based on research conducted as part of the work of the Center for Individual Development and Adaptive Education of Children at Risk (IDeA) funded by the federal state government of Hesse (LOEWE initiative) to the German Institute for International Educational Research. No restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of the funding agency, nor does mention of trade names, commercial products, or organisations imply endorsement by any organisation. Opinions reflect those of the authors and do not necessarily reflect those of the funding agency. The authors had no financial or other conflicts of interest.