The term “identification” refers to the process when objects are allocated to the subgroups constituting the classification. Thus, “identification” is a practical application of the definition that comes from the classification. The concept of “diagnosis” means the application of these definitions “to decide membership in one or more partitions”. The best way to compare the meanings of “identification” and “diagnosis” is by applying the terms to a real example. For instance, identification of LD in school can be made through classroom observations, assessments of different kinds of learning skills, mental health screening, and other procedures. Concerning establishing a clinical diagnosis, the abovementioned identifications are used further to produce a medical verdict.
In terms of student learning (within an educational context), an “identification” approach appears to be the most relevant. Suitable educational programs for students with LD require a deep understanding of what learning abilities are impaired, and this seems to be more important rather than having the diagnosis established. The identification process solves the problem and demonstrates what issues a student faces during the learning process, and thus a special education can be implemented.