On the contemporary history of learning disability identification procedures — a systematic literature review (1960–2000)

This systematic literature review critically synthesizes the academic literature on learning disability (LD) identification processes between 1960 and 2000, highlighting dominant conceptual frameworks and methodological tensions. The study addresses a critical gap in the literature by focusing on the historical context and development of LD diagnostic procedures, which have predominantly been characterized by conceptual ambiguity, varying diagnostic approaches, and the evolving understanding of LD. Utilizing a corpus of 82 peer-reviewed articles from predominantly English-speaking countries, the review employs a thematic synthesis approach to identify three central themes: (1) conceptual ambiguity concerning definitions and criteria of LD, (2) diverse approaches and challenges in diagnostic procedures, and (3) the focus on prediction and prevention methodologies. The findings underscore the absence of a unified LD definition and the influence of interdisciplinary perspectives, highlighting the necessity for further reflection as well as disciplinary discourse. The study calls for further research into historical and international comparisons of LD identification processes, suggesting that such efforts could enhance global consensus and improve diagnostic practices.