Canadian Psychology/Psychologie canadienne Vol. 59, Iss. 2,  (May 2018): 197-202. Learning disabilities are assumed to result from a neurological disorder that makes it very difficult for children to perform well in school. The unstated assumption is that there is a discontinuity in the distribution in aptitude for academic studies such that these children can be objectively categorised as having a learning disability or not. This assumption is based on an analogy with medical diseases or disorders in which certain tests can indicate whether or not a disease is present. However, this analogy is not appropriate and results in a number of practical problems. An alternate view is presented according to which the efficiency of mental processes required for learning to read or do mathematics varies on a continuum.. To read the full article, log in using your NHS OpenAthens details.