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

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

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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.

1969) reflected this thinking. Seventy-one percent of the teachers reported that they ran highly structured classrooms. This was done either through small class size or through room arrangement (usually through cubicles or screening devices of some sort). ” 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.

The landmark federal legislation that mandated services for the learning disabled in schools across the nation is the Education for All Handicapped Children Act of 1975 (Public Law 94–142). School services for children with learning disabilities are now mandated to be universally available and teacher training programs are found throughout the nation. The issue for several years has been the advisability of mainstreaming—that is, the notion that learning disabled children should be educated alongside normal children to the greatest degree possible.

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