The article traces the development of the concept of learning disabilities (LD) in American education from a sociohistorical perspective, prompting a variety of observations and conclusions. The scientific basis for the conceptualization of the LD clinical syndrome is weak. A clinically identified dysfunctional learning style has been transformed into an educational arrangement. While special education's proper focus is on the moderately and severely handicapped, special education categories and services have been inappropriately expanded to include large numbers of low achieving students labeled as mildly handicapped. Different funding methods must be promulgated for remedial programs to keep students with mild handicaps out of the special education system. The newer LD practice model, developed by LD research institutes and applying a rigorous methodology, should be employed to help educate all students better without first labeling them. (JW)