Labels, Categories, Behaviors: Ed, Ld, and Emr Reconsidered

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Abstract
Children traditionally labeled learning disabled, mildly emotionally disturbed, and mildly mentally retarded are considered within a behavioral rather than a categorical framework. A historical analysis reveals that the three areas have evolved from highly similar foundations. In addition, no behavioral characteristics can be found that are associated exclusively with any one of the three areas. Children who are usually identified as learning disabled, mildly disturbed, or mildly retarded reveal more similarities than differences. Consequently, successful teaching techniques do not differ among the three areas. A noncategorical orientation is recommended in which children are grouped for instruction according to their specific learning deficits rather than their assignment to traditional categories.