ABSTRACT

This chapter examines the role of science and politics in learning disabilities (LD) classification and identification, analyzing the overlap between the scientific explanation and the ideological function of legitimation in the Response to Intervention (RTI) time. Specifically, it focuses on four major issues in LD classification: (a) the categorical versus a dimensional approach, (b) a dysfunctional versus severity model, (c) the heterogeneity of LD, and (d) treatment nonresponsiveness. These issues relate to a discourse at the intersection of ideology, politics and science with the following characteristics: (a) its narrow focus, (b) overstatements, (c) shrinkage of the LD domain, and (d) erosion of the disability aspect in the LD concept. A pragmatic approach that combines a “total evidence” principle, and an attitude of “refurbishment without rejection,” is needed. Finally, this chapter discusses an integrated cognitive academic (ICA) model, including academic and cognitive processing assessments, as a bottom-up and ongoing evidence-informed scheme for LD identification.