Functional Similarities of Learning Disability and Mild Retardation

The argument is made that real or assumed differences in the underlying conditions of the educable mentally retarded and learning disabled are somewhat irrelevant to the analysis and design of instructional programs.

Abstract

Descriptions of educable mentally retarded and learning disabled children are discussed as they relate to similarities and differences in assumed cause and educationally relevant problems. The terms genotype and phenotype are presented to conceptualize the distinction between underlying condition and objectively assessed psychoeducational repertoire. The argument is made that real or assumed differences in the underlying conditions of the educable mentally retarded and learning disabled are somewhat irrelevant to the analysis and design of instructional programs. A tentative schema is provided that illustrates appreciable overlap of the educable retardation and learning disability classifications with respect to instructional objectives and instructional intervention.