By Corrine E., Ph.D. Kass, Cleborne D. Maddux
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Extra resources for A Human Development View Of Learning Disabilities: From Theory To Practice
Visual discrimination) must be treated before academic skills can be taught and those who insist that teaching the academic skills directly is all that is necessary. In order to resolve the matter, it would be necessary to distinguish between causes of learning dis- 20 A Human Development View of Learning Disabilities abilities and effects of learning disabilities. It was stated in the section on “Causes of the Problems” that biological causes are considered most likely, but that interaction between organic deficits and environmental factors should be considered by the professional in this field.
As direct and indirect support for the field of learning disabilities grew, a variety of treatment approaches became popular. Problems appeared, such as the overpopularization of some limited treatments, disagreements over which treatments were best for which children, lack of trained personnel, and the excessive or inappropriate use of some published materials without demonstrated effectiveness. , 1969). The questionnaire was sent to school administrators in charge of special programs and to teachers or therapists working with children identified as having “minimal brain dysfunction and learning disabilities,” defined as follows: Children with learning disabilities are those (1) who have educationally significant discrepancies among their sensory-motor, perceptual, cognitive, academic, or related developmental levels which interfere with the performance of educational tasks; (2) who may or may not show demonstrable deviation in central nervous system functioning; and (3) whose disabilities are not secondary to general mental retardation, sensory deprivation or serious emotional disturbance.
The section of the questionnaire that was directed to teachers is of most interest to this discussion. Data were available from 646 teachers serving 7,660 children. It appeared that there was one teacher for 12 pupils. The intelligence levels of the children ranged from borderline retarded to above average. While the chronological ages extended from 5 to 19 years, the greatest concentration of services existed for the 6- to 12-year-old group. At that time, 1967, the classes were essentially full-time, or self-contained, represented by 58 percent of the teachers.
A Human Development View Of Learning Disabilities: From Theory To Practice by Corrine E., Ph.D. Kass, Cleborne D. Maddux