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
P. 425) A revised definition adopted by the Association for Children with Learning Disabilities (1985, p. ” In a report to the Congress, the Interagency Committee on Learning Disabilities (1987) also revised its definition to include difficulties in social skills: Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills.
In this chapter, we will be tracing the history of teaching learning disabled students and looking at the philoso30 Teaching in the Field 31 phy of remedial instruction, teacher characteristics, the role of remedial instruction, and the place of remedial instruction within the curriculum. History of Treatments in the Field Segregation was the administrative arrangement of choice for educating disabled students when special education first began. Those with severe disabilities, notably mental retardation, cerebral palsy, and sensory impairments were the recipients of segregated instruction.
Those with severe disabilities, notably mental retardation, cerebral palsy, and sensory impairments were the recipients of segregated instruction. There are many examples of attempts to provide appropriate therapeutic instruction within the history of the field of learning disabilities. Most authors in learning disabilities trace remedial efforts back to Itard (1932) and Seguin (1866). , the Cove School in Racine, Wisconsin, started by Strauss and Lehtinen, 1947). In the l930s and 40s, several books appeared dealing specifically with remedial procedures for “brain injured” children and for children with disorders in reading, writing, spelling, and arithmetic (Monroe, 1932; Gillingham & Stillman, 1936; Orton, 1937; Fernald, 1943; Hildreth, 1947; Strauss & Lehtinen, 1947).
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