This literature review on learning disabilities contains information on diagnosis, teacher qualifications and training, the learning environment, curriculum, perception, and integration as well as an annotated bibliography of approximately 80 items. Following the review of research and opinion in each section are questions which are thought to remain unanswered such as whether informal procedures can replace formal testing in diagnosis and what educational side effects result from drug or megavitamin therapy. Also included are the comments of four consultants in such areas of research as whether a relationship exist between perception and reading disability; and a reaction to a handbook on special education published by the Protestant School Board of Greater Montreal. It is concluded that the most pervasive question concerns the value of general approaches to learning and the need for teachers to be able to individualize learning. The bibliography is alphabetical by author and also includes title, publisher, date, and a brief description (Sometimes evaluative). (DB)