Slow learning is a complex problem because of the vagueness of its definitions, its shigh prevalence and the lack of proved solutions. It cannot be solved by removing the child from the school setting. Due to his complexity, the child labeled as a slow learner is often identified but not defined, isolated but not educated and approached through platitudes rather than through planning. He is treated generally as though he were an undefinable enigma rather than an acceptable human being.

The term "slow learning", although widely used, is surprisingly ill defined. When employed by authors and school systems, the term often reflects casual observations of a paritucular group of learners in a specific school system. Consequently, it cannot be used to generalize a list of standard characteristics or recommended educational procedures.

In addition to being formulated from restricted observation, present definitions of slow learning tend to be based on the model of mental retardation that is familiar but not in itself entirely well defined or, to avoid the issue of specificity, the definitions are based on no model at all.

Some educators prefer to think of slow learning as a static condition and defines as slow only those persons who appear to have a hereditary or organic learning problem, which can be programmed accordingly.

A precise definition of slow learning is necessary if identification is to have any meaning and if grouping or other administrative measures are to be effective. Yet the recitation of these definition problems leads to one conclusion: There is general agreement that the condition of slow learning exists but very little agreement as to just who the slow learner is. The term "slow learning" adequately describes a global concept but does not serve to define consistently the school functioning of individual learners. The general concept of slow learning includes the implication that intellectual development has been somehow retarded to the point that persons defined as slow learners cannot meet the standard learning expectations of the school.