自民國60年代學障課程研究進入臺灣，學習障礙在臺灣的30年可區分為4個階段：萌芽階段（72年以前）、奠基（73-84年）、成長（85-93 年）、精緻與整合（94年-）等4個階段，由此4階段闡述學習障礙在我國過去30年的發展經過，並歸納學習障礙在我國發展的特色：（1）穩定推動的力量持續來自學界；（2）學界、家長合作多方資源共同推動；（3）文章發表隨階段之發展質與量均有明顯進展；（4）由執行上矛盾逐漸建立本土實施模式；（5）對此促進成長之背後重要社會經濟、教育因素也加以說明。

　　Since the concept of learning disabilities was introduced into Taiwan in 1970s, four major phases can illustrate the development of learning disabilities in Taiwan: they are Emergence (before 1983), Foundation (1984-1995), Blooming (1996-2004), and Integration (2005-). Five features can be concluded from the four-phased development: they are (I) the consecutive resource from the professionals in higher education; (2) cooperation between professors and parents to reach out resources to involve; (3) publications growing quantitatively and qualitatively; (4) transit from inconsistent implementation to the systematic local model; and (5) special socio-economical and education backgrounds facilitating blooming of learning disabilities in late 1990s.