Learning disabilities: from the crisis of definition to the crisis of diagnosis. An analytical reading of definition and diagnosis problems.

Abstract

This research paper sought to conduct an analytical examination of the challenges associated with learning disabilities, focusing on conceptual debates and the lack of precise and standardized criteria for early diagnosis, particularly among preschool-age children, as it is a hidden disorder that affects their learning, ultimately aiming to establish diagnostic mechanisms endorsed by the scientific community. Through an analytical and evaluative reading of the different definitions and the challenges associated with diagnosis, we concluded that ongoing conceptual ambiguity is caused by the conflict between researchers in different scientific fields in determining the root cause of this disorder, especially since it includes a wide spectrum of disorders, and thus diversity of symptoms, and those living with it typically exhibit above-average intelligence levels or are classified as gifted. This complicates the establishment of a unified definition that encompasses all characteristics contributing to this disorder, thereby hindering the consensus on a diagnosis among researchers. Thus, the continuous attempts to unravel the exact causes of its occurrence remain the only real hope for this group and their families, which also keeps the door open to the possibility of reaching a specific and agreed definition of the concept, which has not happened yet. Therefore, the researchers propose to adopt a diagnosis that includes a multidisciplinary team; their collaboration will help provide a full view of the problem and ensure that none of the influencing factors is overlooked. Additionally, integrating AI tools could radically alter how these challenges are addressed.