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

ISBN-10: 0398075646

ISBN-13: 9780398075644

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In their zeal to disseminate information about such treatments, professional and lay groups began to use superficial terms regarding the mysterious central processes (such as “visual perception” and “auditory perception”). From the late 1960s, public school services increased to meet legislative requirements at both the state and federal levels. Early textbooks on methods were by Johnson and Myklebust (1967), McCarthy and McCarthy (1969), Rappaport (1969), Myers and Hammill (1969), Siegel (1969), Lerner (1971), Slingerland (1971), and Kirk and Kirk (1971).

We wish to show the relationship 24 A Human Development View of Learning Disabilities between the art and science of teaching those who are labeled learning disabled. While art may not require a precise description of the condition, science does. If we are to compare research findings and evaluate treatments, we must describe our population as exactly as possible. We begin with our philosophy of the developing person, more specifically, dealing with learning deviance in the developing person.

Perhaps we must continue to work toward illumination of the condition in our separate disciplines, hoping eventually to come to a common understanding. In this book, we are taking a teleological approach to the question of definition. That is, we are defining the condition with respect to the objectives for which the definition is being prepared. Definitions should vary depending upon whether the use is for research purposes or treatment purposes. For research, it is necessary to have precise distinctions among syndromes—that is, an exact taxonomy of biological and ecological components.

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


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