The analysis of texts in the area of learning disability diagnosis indicates that there are differences for the analysis of learning disability. Two of the most applicable models are "uncoordinated Intelligence coefficient-Progressive" and "intervention prevention" ones. Despite the fact that these two models have had widespread applications especially with the uncoordinated Intelligence coefficient model, there have been some criticism about them. It seems that the existence of one strong theory over the application of uncoordinated Intelligence coefficient -Progressive results in the emergence of a third approach for the diagnosis of learning disability. In this article, there has been an attempt to analyze the necessities for diagnosing the area of learning disability.