Social analysts suggest that labels such as "learning disabilities," "dyslexia," or "learning disorders" and the identification and labeling of students as "learning disabled" are more social constructions than examples of neuropathology.

First, such categories create arbitrary distinctions between children who are "disordered" and those who are "normal." This is problematic in that research shows that no hard boundaries exist between the characteristics of children identified as experiencing learning disorders and those of other children who fail in school or of younger normally achieving children.

Second, researchers consistently have problems in attempting to document logical links in the medical model as it applies to children in classrooms. Many children fail to demonstrate any evidence of underlying neurological impairment or pathology so that a severe discrepancy between performance and potential substitutes for evidence of pathology. Additionally, questions remain about the adequacy of assessment techniques to "diagnose" underlying pathology.

Finally, one of the most serious limitations of the medical model is the lack of educational interventions that target the presumed pathology and are efficacious in enhancing the development of children experiencing problems in learning. Effective interventions for children identified as learning disabled are the same as successful ones for all other children.

References:

1) Spear-Swerling, Louise and Robert J. Sternberg. 1999. Perspectives on Learning Disabilities. Boulder, CO: Westview.

2) Stanovich, Keith E. 1986. "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy." Reading Research Quarterly 21:360-407.

3) Torgesen, Joseph K., ed. 1990. Cognitive and Behavioral Characteristics of Children with Learning Disabilities. Austin, TX: Pro-Ed.

4) U.S. Office of Education. 1977. "Education for All Handicapped Children Act." Federal Register 42.

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