More children than ever before are being labeled as learning disabled (LD), including some who in the past would have been labeled mentally retarded. At the same time, the category of gifted learning disabled has become widely accepted, and some parents as well as teachers are trying to have their children labeled as LD in order to render them eligible for special services. But despite the reliance on the term, few agree on its definition or origins.This edited volume attempts to bridge that knowledge gap by bringing together experts from a variety of perspectives—biological, cognitive, educational, sociological, and interactive—to discuss the nature of LD, its origins, its diagnosis, and effective remediation. Framing the discussion are introductory and concluding chapters written by the editors.
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