| Summary: | The current interest in improving the learning potential of the culturally deprived child is to be commended. However, sight should not be lost of the many problems which have always existed and which have always been a deterrent to satisfactory learning and school progress. Some characters tics readily observable by anyone in close contact with a developing child should be evaluated for their significance as portents of future learning problems: hyperactivity, sleep disturbances, vocalization and language problems, vision, audition, motor disturbances, and emotional and behavioral problems. The primary need is for increased sensitivity on the part of all individuals in direct contact with children so that problems which can be deterrents to effective learning may be identified and treated at as early an age as possible.
|
|---|