Knowledgeable persons within the field frequently criticize definitions of "learning disabilities" for the choice of vocabulary, phrasing and implied ideas. Although there may never be a universally accepted definition, a definition that reflects current research is used in this article to make evident some of the cognitive and behavioral manifestations of learning disabilities. It is hoped that a better understanding of LD will lead to more cohesion in educational approaches to these students. Canadian educational systems must begin to deal with issues of inadequate elementary and secondary programs for students with learning disabilities. The need for appropriate and timely assessment, remediation, education and accommodations is critical if these individuals are to participate fully in Canadian society. (Contains 3 tables and 11 end notes.)