This is defined as a disorder in which one or more of the basic psychological processes involved in understanding or in using language, spoken or written, may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, dyscalculia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities; cognitive impairment; emotional disturbance; or of environmental, cultural or economic disadvantage. Each state creates the subcategory names of the specific learning disability areas that affect academics. The eligibility requirements for each subcategory are detailed in state compliance standards. This is usually based on response to intervention methods and standardized scores of academic achievement tests. For example, some states have the following subcategories of this broad area: basic reading skill, reading comprehension, reading fluency skills, written expression, mathematics calculation, mathematics problem-solving, listening comprehension and oral expression.

Some states divide these into two separate categories: speech impairment and language impairment. Other states have this as one overarching category. In general, this refers to a communication disorder such as stuttering, impaired articulation, a receptive or expressive language impairment or a voice impairment that adversely affects a child’s educational performance. Each state has specific eligibility criteria for all the different areas within this broad category.