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Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

Edward A. Polloway, EdD, is a professor of special education and dean of the School of Education and Human Development at Lynchburg College in Virginia. His current research interests focus on home–school collaboration concerns related to students with disabilities in inclusive settings. Address: Edward A. Polloway, School of Education and Human Development, Lynchburg College, Lynchburg, VA 24501.

James R. Patton

James R. Patton, EdD, is the executive editor at PRO-ED in Austin, Texas, and an adjunct professor at the University of Texas at Austin. He has experience teaching students with special needs at the elementary, secondary, and postsecondary levels. His research interests include curriculum development, lifelong learning, science instruction, and transition. Currently, he is developing integrated curricula and life-skills programs.

Tom E. C. Smith

Tom E. C. Smith, PhD, is a professor of teacher education at the University of Arkansas at Little Rock. His areas of interest include the efficacy of inclusive education models and legal issues and disabilities.

Glenn H. Buck

Glenn H. Buck, EdD, is an assistant professor of education at Lynchburg College, where he has been a faculty member since 1993. His areas of research interest include teacher education, music therapy, and multicultural education.

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in terms of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

Journal of Learning Disabilities, Vol. 30, No. 3, 297-308 (1997)
DOI: 10.1177/002221949703000305


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