By Corrine E., Ph.D. Kass, Cleborne D. Maddux
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Additional info for A Human Development View Of Learning Disabilities: From Theory To Practice
There is a nationwide awareness and some state legislation allowing special education programming. 2. Terminology and programs are not universally accepted. ” 3. More than half the children being served appear to have a neurological dysfunction. However, not all programs require medical diagnosis for admission. 4. Treatment of learning disabled children is a multidisciplinary effort. The school administrator is the coordinator and the special teacher is responsible for educational programming and for implementing the recommendations of other specialists.
25). Forty children between the ages of 6–11 and 10–11 with mental Teaching in the Field 37 ages of not less than 4–8 and intelligence quotients of not less than 50 were divided into two experimental and two control groups of ten children in each group. The experimental groups were placed in classrooms designed according to the recommendations of Strauss and Lehtinen (1947, pp. 127–146): reduced environmental stimuli, reduced space, a structured school and life plan, and an increase in the stimulus value of the teaching materials.
Pp. 3–4) Teaching in the field of learning disabilities has traditionally been characterized by one-to-one remedial exercises designed according to various theories about the central nervous system. In the first chapter, some of the theories were described as syndromes (Orton, 1937; Strauss & Kephart, 1955; Bender, 1956; Hermann, 1959; Cruickshank, 1967; and Myklebust, 1968). In this chapter, we will be tracing the history of teaching learning disabled students and looking at the philoso30 Teaching in the Field 31 phy of remedial instruction, teacher characteristics, the role of remedial instruction, and the place of remedial instruction within the curriculum.