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

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

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Extra info for A Human Development View Of Learning Disabilities: From Theory To Practice

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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.

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. It was understandable that desperate parents would look to these institutions for a service that was denied them in the public schools.

In the 1970s, a backlash against perceptual training programs took place, and academic skill development vied for remediation time. The Rogan and Lukens questionnaire, sent out in 1967, indicated that 63 percent of the respondents reported that academic skill development was the major part of the curriculum of the special program. ) as forming a major part of the curriculum, 37 percent mentioned gross motor development, and 34 percent considered social skills development as a major curriculum area.

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