Reviewed are educational philosophy and learning strategies for children who have learning disabilities in addition to deafness. Definitions, prevalence figures, etiological and educational theories, characteristics of and terminology for learning disabled (LD) children are discussed in terms of their relevance to the deaf learning disabled. A study of terminology and/or definition is noted to reveal a lack of uniformity and agreement in the learning disability and deaf fields, with some LD definitions excluding the deaf and others eliminating hearing handicaps when they are the primary cause(s) of a learning problem. The author supports a definition which focuses on an educationally siqnificant discrepancy as appropriate for LD deaf students. Research findings on the deaf LD are cited, and the usefulness of task analysis and a more data-based approach to remediation are emphasized. (Author/SBH)