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

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This task force was made up primarily of physicians. The only exceptions were Samuel Clements, a psychologist, and Helmer Myklebust, an educator. Naturally, the focus was on the organic aspects of the condition. Task Force II (Haring & Miller, 1969) was made up of 18 members, seven of whom were physicians, and 11 of whom were educators and psychologists. Because of professional differences, the task force divided into two committees: (1) Committee on Medical and HealthRelated Services, and (2) Educational Services Committee.

The term has been and continues to be popular, with at least 50 percent of the handicapped being labeled as learning disabled. A guest editorial by Louise Bates Ames (1977) in the Journal of Learning Disabilities, suggested that perhaps the field was successful too early and too fast and that the field has disregarded the Law of Parsimony, which requires that one should not give a complicated answer when a simple one will do. Others, too, have been recommending caution over the past several years.

The final summary of research needs highlights the chaotic state of our current efforts in this field. We are dealing with a poorly defined population. The methods for early recognition of the child with learning difficulties are still to be worked out and tested. There is no standard or generally accepted systematic screening program through which every child could be tested for a learning disability. The characterization of the individual deficit is on a very superficial basis, with the emphasis dependent largely upon the biases of one or another special school of thought.

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