Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences.In 1981, after prolonged discussion and compromise, the representatives of the six organizations that constitute the National Joint Committee for Learning Disabilities (NJCLD) reached unanimous agreement on a new definition of learning disabilities. The NJCLD comprises representatives from: the American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the International Reading Association (IRA), and The Orton Dyslexia Society (formerly The Orton Society).As the definition will undoubtedly receive considerable attention from the professional community, we felt that the membership of CLD would be interested in knowing (a) the reasons why the NJCLD considered a new statement to be needed; (b) the procedures followed by the Committee in generating the definition; (c) the Committee's intended meaning for each phrase in the definition; and (d) the current status of the definition. We would like to point out that this article is based on our participation (as CLD representatives) in the NJCLD meetings. To ensure accuracy, we have asked all NJCLD members who participated in the formulation of this definition to review this manuscript prior to its publication.
Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences.In 1981, after prolonged discussion and compromise, the representatives of the six organizations that constitute the National Joint Committee for Learning Disabilities (NJCLD) reached unanimous agreement on a new definition of learning disabilities. The NJCLD comprises representatives from: the American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the International Reading Association (IRA), and The Orton Dyslexia Society (formerly The Orton Society).As the definition will undoubtedly receive considerable attention from the professional community, we felt that the membership of CLD would be interested in knowing (a) the reasons why the NJCLD considered a new statement to be needed; (b) the procedures followed by the Committee in generating the definition; (c) the Committee's intended meaning for each phrase in the definition; and (d) the current status of the definition. We would like to point out that this article is based on our participation (as CLD representatives) in the NJCLD meetings. To ensure accuracy, we have asked all NJCLD members who participated in the formulation of this definition to review this manuscript prior to its publication.
Resource room programs are reported to be the most widely used educational service delivery system for the mildly handicapped, but there appears to be considerable variation in the ways in which the resource room model is operated. The purpose of this investigation was to survey state departments of education and the District of Columbia to determine the nationwide status of the resource room as a service delivery system and to identify characteristics of resource room programs as they were implemented during the 1982-1983 school year. A questionnaire was sent to a special education representative in each State Department of Education and the District of Columbia and a 100% response rate was obtained. The results indicated that the resource room was the most frequently used alternative to the regular education classroom setting for special education students, and the one most often used to serve the mildly-to-moderately handicapped. The amount of time that students spent in these programs varied, but most states recommended time parameters. The data also suggested that state descriptions generally failed to delineate resource room services or resource teacher responsibilities.
In the field of learning disabilities, there is confusion and disagreement about what constitutes a learning disability. To determine the degree of controversy or consensus at the state level, questionnaires focusing on six LD topics were sent to representatives in each state education agency (SEA) and the District of Columbia. The topics were term(s) used, definition, criteria for identification, the likelihood of change in the definition and/or criteria, prevalence, and services for LD students. In general, more consensus than controversy exists when broad areas are considered. Furthermore, changes in some SEA definitions and/or criteria are probable, and serve as one indicator that stability in the field has not been reached.
Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e.g., cultural differences, insufficient/inappropriate instruction, psychogenic factors), it is not the direct result of those conditions or influences.In 1981, after prolonged discussion and compromise, the representatives of the six organizations that constitute the National Joint Committee for Learning Disabilities (NJCLD) reached unanimous agreement on a new definition of learning disabilities. The NJCLD comprises representatives from: the American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the International Reading Association (IRA), and The Orton Dyslexia Society (formerly The Orton Society).As the definition will undoubtedly receive considerable attention from the professional community, we felt that the membership of CLD would be interested in knowing (a) the reasons why the NJCLD considered a new statement to be needed; (b) the procedures followed by the Committee in generating the definition; (c) the Committee's intended meaning for each phrase in the definition; and (d) the current status of the definition. We would like to point out that this article is based on our participation (as CLD representatives) in the NJCLD meetings. To ensure accuracy, we have asked all NJCLD members who participated in the formulation of this definition to review this manuscript prior to its publication.
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