The field of learning disabilities has been developed from a need to identify and serve a group of students who were failing in school. Although this group of students exhibits a wide variety of problem behaviors, there are five general characteristics; difficulties in academic tasks, discrepancy between potentiality and achievement, central nervous system dysfunction, problems in basic psychological processes, and exclusion from other causes. The study of the field of learning disabilities had its origin in the early 1800's and had been conducted in three separate professional areas; oral language, written language, and perceptual-motor tradition. An integrated study for the development of programs for management and intervention under the term of "learning disabilities" dates from mid1960's. The 1980's reflect many new directions, concepts, and ideas where learning disabilities area must play an important and unique role in the education of what is called the mildly handicapped. Traditionally two theories of instructional methodology have been considered; psychological processing and academic skills mastery theories. The former analyzes disabilities within the student that interfere with learning, while the latter the task to be learned in terms of a sequential hierarchy of subskills. But it is current thinking that concepts from both theories are needed to understand learning disabilities and that a "combined process-task" theory could encompass both interpretations of instruction. But it is expected to have new conceptual models that integrate the two perspectives as bases for research and teaching. There are six major classification areas of teaching learning disabled students; 1) sensorimotor or perceptual-motor, 2) information processing, 3) language, 4) reading, 5) mathematics, and 6) behavior management. Each of these areas or theories concentrates on an in-depth analysis of on aspect of the student and contributes to the remediation those disabled students. It is found that there have been two alternative approaches which have influenced in the development of teaching strategies for the disabled students; behavioral and cognitive orientations. The synthetic approach of these two contradictory perspectives has been recognized to be a better way of teaching the learning disabled. Although the cognitive approach has provided us with a richer, more complex view of human learning, much of our educational technologies is derived from behavioral principles. It is urged for us to set a right and efficient starting point for the development of instructional strategies for learning disabled students. For this we need to accept suggestions from experiences of other countries.