Toward A Scientific Pedagogy of Learning Disabilities

Abstract

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)

Dimensions of progression in a curriculum

“…For the purpose of defining what does, and what does not, count as progression a three-dimensional model is proposed (Figure 1). No claim is being made for the originality of the idea of two-or three-dimensional curriculum models (see, for example, Kameenui, 1991;Treffers, 1987) but these have not provided sound guidance in the matter of progression. The model proposed here could provide a reliable basis for policy and for teaching and assessment decisions.…”

Teaching Strategy Sameness Using Integrated Formats

“…In short, it allows teachers to teach more in less time (Carnine, Silbert, & Kameenui, 1990). To paraphrase Kameenui (1991), these generic features can serve as cognitive building blocks for students, subsequently leading to development of more complex understanding. Eventually, focusing on strategy sameness may enable learners to perceive similarities and differences between aspects of strategic functioning that have been taught and those that have not been taught but were left to discovery (cf.…”

“…Eventually, focusing on strategy sameness may enable learners to perceive similarities and differences between aspects of strategic functioning that have been taught and those that have not been taught but were left to discovery (cf. Kameenui, 1991;Klix, 1983;Prawat, 1989). In a review of research, Glover, Ronning, and Bruning (1990) noted that as students learn more about a specific topic (e.g., the executive strategy), it becomes easier for them to learn and remember information related to that topic, and their ability is enhanced to make inferences that serve to fill gaps in knowledge.…”

“…Moreover, the emphasis on teaching strategy "sameness" may appear deceptively simple to some. As stated by Kameenui (1991), the concept of "sameness" hides more than it reveals. He noted that some samenesses are desirable while others are not, and that a major task for educators is identifying not only appropriate samenesses, but also inappropriate ones (e.g., misconceptions).…”