An Exploration of Learning Disabilities in Four Countries: Implications for Test Development and Use in Developing Countries

Abstract

Tests often are used to assist in assessing common childhood disabilities and disorders (e.g., mental retardation). Learning disabilities and difficulties (LD) constitute the plurality, even the majority, of school-related disorders in many countries. However, tests and other assessment methods to assess LD are not available universally and, among those countries that have such methods, their use differs considerably. Issues associated with the assessment of LDs are examined. Six international authoritative sources that offer diagnostic criteria are identified. Case studies of LD in four countries (i.e., Australia, Belgium, the United States, and Zimbabwe) examine similarities and differences in how LD is conceptualized, labeled, defined, and assessed. The role of international agencies, including the International Test Commission, to promote test development and uses that address the needs of students with LD in developing countries is discussed.

Notes

¹The terms learning disabilities and learning difficulties often are not distinguished and instead are used interchangeably in professional writing. Thus, unless otherwise indicated, these two terms are used interchangeably in this article and are thus referenced by the abbreviation LD.

²Professionals increasingly are using terms that describe specific forms of learning disabilities (e.g., dyslexia, dyscalculia).