The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support the validity of the construct. Historically, "specific learning disability" (SLD) has been recognized and defined by the U.S. Office of Education since 1968 (U.S. Office of Education, 1968). However, recent discussion about retaining the learning disabilities category has prompted this overview of critical issues in the field of learning disabilities and their implications for policies that affect individuals with learning disabilities. This paper addresses points of general agreement in the field of learning disabilities, common misperceptions regarding learning disabilities, and unresolved issues in scholarship and practice, which inform the NJCLD's policy recommendations regarding learning disabilities research and practice. The NJCLD's purpose in presenting this document is to establish a basic consensus upon which to build policy for the United States.