A Human Development View Of Learning Disabilities: From by Corrine E., Ph.D. Kass, Cleborne D. Maddux

By Corrine E., Ph.D. Kass, Cleborne D. Maddux

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In order to answer this question, one must be able to define the population as a whole as well as the different parts. Second, is there a specific treatment for the specific population that is fundamentally different from treatment for the whole population? Again, one must understand differences in treatment. If a specific population suffers from central nervous system dysfunction that can be alleviated through medication, then it would be wise to define that population and prescribe the medication.

In the l930s and 40s, several books appeared dealing specifically with remedial procedures for “brain injured” children and for children with disorders in reading, writing, spelling, and arithmetic (Monroe, 1932; Gillingham & Stillman, 1936; Orton, 1937; Fernald, 1943; Hildreth, 1947; Strauss & Lehtinen, 1947). , 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.

At that time, 1967, the classes were essentially full-time, or self-contained, represented by 58 percent of the teachers. Only 14 percent indicated that they offered less than one hour per day of special service. Around 40 percent reported that their students spent half or more of the school day in the regular classroom. Other types of services that were common were speech therapy (23%), psychotherapy or counseling (16%), and medication (31%). The consultant help that was available were from the following: psychologists (80%), speech therapists (78%), program coordinators (66%), social workers (38%), and psychiatrists (21%).

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