The number of students ages 3-21 who receive special education services under the Individuals with Disabilities Education Act (IDEA) currently number over 7 million, accounting for approximately 14% of all public school students. Of those students, the majority receive such services under the classification ofSpecific Learning Disability which is defined as "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that manifests itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations."

Moreover, DSM-5 defines a specific learning disorder when a person meets all four of the criteria below:

1. Have difficulties in at least one of the following areas for at least six months despite targeted help:
   • Difficulty reading (e.g., inaccurate, slow and only with much effort).
   • Difficulty understanding the meaning of what is read.
   • Difficulty with spelling.
   • Difficulty with written expression (e.g., problems with grammar, punctuation or organization).
   • Difficulty understanding number concepts, number facts or calculation.
   • Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).
2. Have academic skills that are substantially below what is expected for the child's age and cause problems in school, work or everyday activities.
3. The difficulties start during school-age even if some people don't experience significant problems until adulthood (when academic, work and day-to-day demands are greater).
4. Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language.

Discuss both the benefits and limitations that suchdiagnostic classifications orlabels may provide to those who receive them.