This article examines several definitions of specific learning difficulties and the academic areas involved –in the context of special educational needs– contrasting the concept with more general notions such as “learning problems” or “learning difficulties”. Over the past few decades, researchers and professionals from the fi eld have held heated debates over the adequate defi nition and the resulting diagnostic criteria: Historically, specific learning difficulties, as a disorder, has been diffi cult to define. The response to intervention (RTI) model has been proposed as an alternative to making decisions as regards its presence or absence. More traditional alternative models based on the aptitude-performance discrepancy or intra-individual differences have been invalidated as regards several aspects. One key element of the RTI focus is the provision of early intervention, when the students present their fi rst academic diffi culties. The aim of this is to improve the achievements of all students, including those that could be showing a specific learning need.

Specific learning disorders, Learning difficulties, Special Educational Needs, Educational diagnosis and intervention.