Insights into Learning Disabilities (ILD) is a membership journal of Learning Disabilities Worldwide (LDW). It is primarily intended for practitioners—including teachers, educators, psychologists, therapists, school counselors, and related professionals—who support individuals across the lifespan with learning disabilities and related learning needs. ILD adopts a broad and internationally inclusive understanding of “learning disabilities,” recognizing that the term reflects heterogeneous conceptualizations, diagnostic traditions, and sociocultural interpretations across countries and professional systems. It may denote specific learning disorders, broader academic learning difficulties, or contextually defined and persistent forms of academic underachievement.
The journal publishes peer-reviewed work that combines scientific rigor with direct relevance to professional practice. Submissions must meet high methodological and conceptual standards while remaining clearly accessible to practitioners. Authors are expected to articulate practical implications and demonstrate how their work informs assessment, instructional decision-making, intervention planning, program development, or policy considerations.
ILD advances scholarship on diverse manifestations of academic learning difficulties, including their identification, assessment, instructional support, intervention, and long-term educational and vocational trajectories. The journal welcomes original empirical research (quantitative, qualitative, or mixed-methods), systematic reviews and meta-analyses, methodologically sound case studies, evaluations of instructional and intervention frameworks, and theoretically grounded contributions that translate established research into structured, context-sensitive guidance for practice.
Manuscripts addressing culturally and regionally specific educational systems, differing diagnostic traditions, or the development of services in emerging or underrepresented contexts are particularly encouraged, provided they are grounded in established scholarship and demonstrate analytical depth.
