A Human Development View of Learning Disabilities: From Theory to Practice
この電子書籍について
This book presents a human development model for understanding and treating age-related deficits that seem to be characteristic of individuals with learning disabilities. It is the culmination of years of clinical experience, qualitative research, and scholarship in the search for a framework that would be useful for the treatment of learning disabilities. The ultimate purpose of this book is to present a strategy for designing day-to-day, individualized lessons for learning disabled students from kindergarten through adulthood. It includes: (1) a historical perspective leading to an understanding of the influence of national, state, and academic politics influencing developments in the field; (2) a review of teaching in the field; (3) a review of selected theories in the field; (4) a review of selected research in the field, including research exploring and validating the particular model proposed in this book; (5) a description of a cognitive/developmental model of learning difficulties; (6) diagnosis of learning disability as defined in this book; and, finally, (7) practical remedial approaches based on the model. The cognitive model describes developmental difficulties that interfere with learning, particularly school learning. The developmental model is based on a critical age view of learning and learning disabilities. Research studies done at the University of Arizona served to refine the model and are described in the book. The model proposed in this book also includes a task-requirement dimension. In helping to improve ways of teaching students with learning disabilities, the book provides a practical framework for identifying critical characteristics shown by these students and gives practical sample lessons for use in alleviating critical deficits. It will appeal to teachers, cli-nicians, researchers, and graduate students who are interested in considering the field from a particular point of view for a holistic approach to the task of identifying and educating persons with learning disabilities. The current resurgence of interest in qualitative research makes this book and its approach timely
