The Brain Dysfunction Hypothesis and Learning Disabilities

Among the most serious concerns of school psychologists today is the attempt to make diagnoses of educational exceptionality not only accurate but also relevant to the remedial needs of the children involved. Perhaps in no particular area of special education has this concern been more strongly expressed than that of learning disabilities. Many in the profession have come to feel that traditional theories and practices in the diagnosis of learning disabilities have been counterproductive. Most pronounced among these theories is that of the neurological basis or etiology of learning disabilities. Some claim that the theory itself is misleading. Others condemn the practical consequences of the theory. Use of this construct is said to lead to unproductive labeling of children and to self-fulfilling prophecies of educational failure. These criticisms themselves raise important questions for those support personnel involved with learning disabilities programs. How should the school psychologist view his role in the provision of services to the learning disabled and what conceptual bases underlie this role? Of what comparative value are practical considerations and theoretical underpinnings of the field? These questions, as well as more immediate ones such as programming recommendations for particular children, should be clarified by the practicing psychologist. It is the goal of this paper to begin this process of personal clarification