Current dominant perspectives on learning disabilities can variously be explained as medical, psychological, and others. But theory and practice in learning disabilities are little known by perspectives of sociology of education in Korea. Therefore this study is to analyze learning disabilities through theoretical approaches of sociology of education from traditionally medical and psychological perspectives on it. Theoretical approaches of sociology of education on education can be mainly explained by functionalism and conflict in normative paradigm. But recently new sociology of education in interpretative paradigm is applied in education. Therefore now this study is to introduce functionalism, conflict theory, and new sociology of education into an area dominated by medical, psychological input, and to suggest some ways in which sociological perspectives might inform debates and issues in learning disabilities. This study aims widen debates about learning disabilities by introducing perspectives of sociology of education. All major changes have required a transformation in thinking, seeing, or interpreting reality. Accordingly by alternative paradigm, education is a social issue and learning disabilities is a social issue. The social model is little known to most learning disability professionals. Normative and interpretative paradigm have both strength and weakness. Consequently, learning disability has both individual and social aspects, and is a social and a medical model, thus learning disability should be integrated into micro and macro, objective and subjective linkages. Key Words : Learning Disabilities, Sociology of Education