The author has attempted to identify a number of misconceptions regarding the concept of learning disabilities in childhood and youth and to counterbalance these with statements based on historical, research, or theoretical facts. (Author/SBH)

This paper reviews the implications of definitions of learning disabilities for the Regular Education Initiative. Since heterogeneity (i.e., developmental imbalances, intraindividual gaps) is characteristic of this population, regular classroom modifications alone are unlikely to meet these students' needs and thus special services will continue…

The author examines current issues in the field of learning disabilities and notes the absence of national leadership, difficulties with the definition issue, ineffective and inconsequential research, thoughtless approaches to mainstreaming, and ill-advised noncategorical teacher education. (CL)

The response to previous articles on the Regular Education Initiative looks at the definition of learning disabilities, identification, mainstreaming of mildly handicapped students, attitudes of general educators toward high risk students, the importance of prevention at the elementary level, and delivery systems. (DB)

German practices in the field of learning disabilities are described in the context of their historical formation and definitional implications. Educational practices and emerging trends such as new functional categories, provision of support services in integrated settings, individualized instruction, and independent study are considered. (DB)