By Corrine E., Ph.D. Kass, Cleborne D. Maddux
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Extra resources for A Human Development View Of Learning Disabilities: From Theory To Practice
However, knowledge about psychoneurology at that time was not as sophisticated as it is today, and understanding the condition of learning disability requires the coordination of knowledge from a number of disciplines. S. S. Public Health Service. Task Force I (Clements, 1966) studied terminology and identification of minimal brain dysfunction in children. This task force was made up primarily of physicians. The only exceptions were Samuel Clements, a psychologist, and Helmer Myklebust, an educator.
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).
In one of these articles, F. E. Lord makes the following statement: In order that the education of the handicapped might have recognition and status there has been a tendency to overemphasize the ways in which it differs from regular education. Fundamentally, special education techniques are the result of the application of the principles of adaptation of instruction and services to the individual needs of pupils. This principle is basic in all education but when applied to the handicapped and the gifted results in some marked differences in (1) teaching techniques, (2) curriculum adjustments, and (3) special therapeutic services.