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
These disturbances prevent or impede a normal learning process. ” 2. ” 3. Ross (1977): “A learning-disabled child is a child of at least average intelligence whose academic performance is impaired by a developmental lag in the ability to sustain selective attention. Such a child requires specialized instruction in order to permit the use of his or her full intellectual potential” (p. 187). 4. Haring and Miller (1969) reported on the Task Force II analysis of the services required for children with learning disability and had 28 A Human Development View of Learning Disabilities this to say about definition: “It is not incumbent upon Task Force II to propose the definition of learning disabilities.
The teacher must learn to interpret what the individual is thinking and how the individual is attempting to learn. The focus in this book is treatment, which we will be referring to as remedial instruction. We propose that all teachers, not just special teachers, should understand deviance in learning. With understanding of differences comes better understanding of the normal. Individualizing instruction will always be difficult until teachers understand not only variables within the instruction system but also learner characteristics.
The symptoms noted by Bender in a hospital clinic population of problem readers were (1) maturational lags in learning language skills, (2) a slower maturation in neurological patterning, (3) uneven intellectural development, (4) preschool evidences of motor, perceptual, and emotional weaknesses, (5) a cortical dominance problem, (6) lack of orientation or right-left development, (7) immature personality development, (8) larger number of boys than girls, and (9) a familial pattern (pp. 158–160).
A Human Development View Of Learning Disabilities: From Theory To Practice by Corrine E., Ph.D. Kass, Cleborne D. Maddux