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
That instruction was given may be the important factor, not the type of instruction. The case reports, which appear in an appendix are interesting and contain many characteristics that will be noted in this book as critical in the handicap of learning disability: possible prenatal or birth brain injury, frequent ear infections, left hand remaining in lap while writing, and behavior and attention difficulties. About the time that Cruickshank was directing the public school research described above, a few universities were becoming involved in doctoral training in the field: the University of Illinois, Northwestern University, George Peabody University, and the University of Kansas.
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. Remedial methods are found to rest on varied and shaky hypotheses and have rarely been subjected to scientific evaluation even on an empirical basis.
FUTURE OF THE PROFESSIONAL DEVELOPMENT OF THE FIELD Field development will continue through professional scholarship. This brief review of the professional development of the field has highlighted the multidisciplinary approach to knowledge. It was noted that medicine, psychology, and special education have all been involved. The field has been plagued with controversy relating to definition and The Field in Perspective 29 treatment. The term has been and continues to be popular, with at least 50 percent of the handicapped being labeled as learning disabled.
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