A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools

Abstract

Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities, emotional disturbance, cultural or economic disadvantage or inappropriate teaching. The purpose of this review was to provide school communities including principals, classroom teachers, other professionals, parents and students with a contemporary review of the definition, prevalence, identification and support of LDs. In particular, this review highlights the confusion surrounding the definition of LDs and how this has impacted on estimates of the prevalence of LDs, as well as current identification methods used in Australian schools. The various methods used to support students with LDs in schools are discussed.

Acknowledgements

This research was supported by a grant from the Australian Research Council (LP0561968).