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The Role of Classification in Learning Disabilities

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Research Issues in Learning Disabilities

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Abstract

This is an exciting time for research in the field of learning disabilities. A diverse group of investigators is tackling the very thorny issues of learning difficulties from a variety of vantage points including biological (e.g., Duane & Gray, 1991), psychological (e.g., Torgesen, 1991), and ecological (e.g., Speece, 1993) perspectives. This diversity of research provides a wealth of information on the children we seek to understand, but it also produces a bewildering array of findings that are difficult to comprehend in a systematic manner. Accordingly, one of the more challenging issues facing the field is how to organize this knowledge.

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Authors
  1. Deborah L. Speece
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Editors and Affiliations

  1. School of Education and Department of Psychology, University of Miami, Coral Gables, FL, 33124, USA

    Sharon Vaughn Ph.D.

  2. Department of Special Education and Rehabilitation, University of Arizona, Tucson, AZ, 85721, USA

    Candace S. Bos Ph.D.

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© 1994 Springer-Verlag New York Inc.

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Speece, D.L. (1994). The Role of Classification in Learning Disabilities. In: Vaughn, S., Bos, C.S. (eds) Research Issues in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8345-1_4

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  • DOI: https://doi.org/10.1007/978-1-4613-8345-1_4

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-8347-5

  • Online ISBN: 978-1-4613-8345-1

  • eBook Packages: Springer Book Archive

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