Definition of Learning Disabilities: A Clinical Approach

Hagin, Rosa A.; Beecher, Ronnie; Silver, Archie A.

doi:10.1007/978-1-4899-2157-4_3

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…tests and 79 different achievement tests). Only a small minority (estimated at about 5%) of LD cases show demonstrable neurological dysfunction, although LD theories typically presume some underlying neurological deficit (Hagin, Beecher & Silver, 1982).…”

Section: The Definitional Problemmentioning

confidence: 99%

“Learning to Learn“ and the Family System: New Perspectives on Underachievement and Learning Disorders

Green

1989

J Marital Family Therapy

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A new frontier for family therapy is emerging from recent studies of underachievement in school, learning disabilities andparentul communication. Although poor school performance is frequently the presenting problem (or an associated symptom) in family therapy, this topic still lacks a coherent conceptual framework, An ecological model is proposed for understanding child and adolescent achievement problems. Four dimensions of a family's learning environment are suggested as foci: (a) family communication deviances; (b) family structure; (c) family attributions; and (d) family achievement values. The metaphor of the family as "primary classroom" is offered as a way to think about learning styles across home and school contexts, and some treatment guidelines are suggested.Failure and underachievement in school are relatively unexplored territories in the family systems literature. We seem to have delegated the task of formulating theory about school problems to the disciplines of educational psychology, school psychology and special education-fields with a mainly individual orientation. However, most family therapists regularly treat cases in which tutoring, special class placement, or struggles over homework and grades are an ever-present fixture of the work.School failure and learning problems in childhood often have dire consequences reaching far into adulthood. Poorly educated members of our society (e.g., school dropouts and functionally illiterate adults) are more likely to suffer severe economic disadvantages and persistent experiences of inferiority, shame, rejection and failure in the job market. As a consequence, they are more at risk for the entire panorama of biopsychosocial dysfunctions associated with lower socioeconomic status. I am grateful to the California School of Professional Psychology-Berkeley for providing me with a research development grant to undertake this review; to J. M. Xena Brenna for her outstanding assistance in searching the literature; to Patricia Ditton, Margaret T.

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Section: The Definitional Problemmentioning

confidence: 99%

“Learning to Learn“ and the Family System: New Perspectives on Underachievement and Learning Disorders

Green

1989

J Marital Family Therapy

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Toward A Scientific Pedagogy of Learning Disabilities

Kameenui

1991

J Learn Disabil

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The development of a scientific pedagogy of learning disabilities as called for by Kirk and Bateman (1962) requires the rendering of a science of learning disabilities and a pedagogy derived from that science. But such a pedagogy is necessarily incomplete if it fails to recognize that the structure of the curriculum significantly shapes the act of teaching students identified as learning disabled. The current thinking about curricula is that the universe of information that a curriculum program comprises need only be organized around subject area topics (e.g., mathematics, reading, language arts, science, social studies) and hierarchically arranged in a scope and sequence that has as its main characteristic the general ordering of skills from simple to complex. For all practical purposes, information is viewed as raw material (Kaufman et al., 1990) that can be nominally organized and readily packaged. The information is then consumed as curriculum that requires little or no transformation of its form or structure. The articles in this series of the Journal of Learning Disabilities provide examples of how transforming information by identifying and developing curricula around structural samenesses can lead to a pedagogy that is efficient and effective. The development of a scientific pedagogy of learning disabilities requires that the field acknowledge the importance of curriculum structure and the complexity of information. The field must also examine the intricacies of designing curricula with the same kind of commitment and passion it has demonstrated in the last 30 years in investigating the etiology and organic basis of learning disabilities.(ABSTRACT TRUNCATED AT 250 WORDS)

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Definition of Learning Disabilities: A Clinical Approach

Cited by 2 publications

References 7 publications

“Learning to Learn“ and the Family System: New Perspectives on Underachievement and Learning Disorders

“Learning to Learn“ and the Family System: New Perspectives on Underachievement and Learning Disorders

Toward A Scientific Pedagogy of Learning Disabilities

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