Resumo

PACHECO, Lílian Miranda Bastos. Learning disabilities diagnostic?!. Temas psicol. [online]. 2005, vol.13, n.1, pp. 45-51. ISSN 1413-389X.

The objective of this work was to identify positive and negative elements of a given classification of learning disabilities due to the supposition that different factors may have been confounded with Learning Disabilities (LD). An specific experience of LD diagnosis of school related problems was analyzed. The analysis was based on the verbal reports of Education senior undergraduate students. The reports referred to the behavior of their pupils. Results showed that the diagnosis was based on a mix of social and academic performances. However it is not only in those comments that aspects of school performance and social behavior mix and get confused. The very concept of LD involves heterogeneous groups of symptoms, and a diversity of aspects are considered in each process of evaluation, resulting in a vacant and subjective definition. The only consensus among the authors in the area is that there is a severe discrepancy between what is academically expected and the level of presented performance when LD is diagnosed. But what does constitute a severe discrepancy? The specialists had to define criteria to diagnose LD, which generated a great diversity of diagnosis. The effect of adaptation to unequal economic and social conditions can be confused with LD.

Palavras-chave : Learning disabilities; Diagnostic; Social behavior.

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