The Unreachable Child: A Teacher's Approach to Learning Disabilities.
Those who work in communities which are isolated or deprived often lack the ideal multi-disciplinary facilities for treatment of the handicapped child. This case study suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary the...
| Publicado en: | Journal of Learning Disabilities Vol. 4; no. 4; pp. 209 - 218 |
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| Formato: | Artículo |
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Sage Publications Inc.
Apr1971
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18962650&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18962650 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Apr1971 vid: 4 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 18962650 10.1177/002221947100400405 ppf: 209 ppct: 9 formats: tig: atl: The Unreachable Child: A Teacher's Approach to Learning Disabilities. aug: au: Morsink, Catherine su: Learning disabilities Cognition disorders Educational evaluation Care of children with disabilities Assistive technology Exceptional children sug: subj: Learning disabilities Cognition disorders Educational evaluation Care of children with disabilities Assistive technology Exceptional children ab: Those who work in communities which are isolated or deprived often lack the ideal multi-disciplinary facilities for treatment of the handicapped child. This case study suggests that an ordinary remedial teacher, with some diagnostic help from consultants, can function successfully as the primary therapist for the child with difficulties in learning. This approach requires that the label of "learning disabilities" be extremely gross - that is, based simply on evidence that the child's achievement does not approach his potential. More refined definition of specific learning problems and abilities thus becomes the end product of continuous evaluation and diagnostic teaching. This approach postulates that neither lack of expert diagnosis nor the misdiagnosis "unreachable" can be accepted by the teaching profession as valid reasons for failure to help the handicapped child. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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