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
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. 5. While the programs are regarded as short-term in nature, the upper age limit may represent late identification or chronic, persistent problems. 6. Clinical study as well as educational testing is considered impor- Teaching in the Field 35 tant in placement decisions.
While art may not require a precise description of the condition, science does. If we are to compare research findings and evaluate treatments, we must describe our population as exactly as possible. We begin with our philosophy of the developing person, more specifically, dealing with learning deviance in the developing person. That philosophy is a developmental stage approach with a “critical age” focus. This means that we believe that certain learnings must occur within certain age ranges, or learning will thereafter be colored by the lack of those learnings.
1961; Myklebust, 1963; Frostig, 1964; and Kirk, 1966). Each of these individuals contributed a basic school of thought regarding the factors relating to unsuccessful learning experiences. The report of the Advanced Study Institute for Leadership Personnel in Learning Disabilities, described in an earlier section (edited by Kass, 1970), contains speeches given to the Institute by these pioneers in which each recounts his/her contributions to the field. , Delacato, 1959; Getman, 1961; Barsch, 1965) because public school services were not readily available.
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