By Corrine E., Ph.D. Kass, Cleborne D. Maddux
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Additional resources for A Human Development View Of Learning Disabilities: From Theory To Practice
Again, one must understand differences in treatment. If a specific population suffers from central nervous system dysfunction that can be alleviated through medication, then it would be wise to define that population and prescribe the medication. If a specific population suffers from certain characteristic traits in learning that can be alleviated through specialized educational treatment, then it would be wise to define that population and prescribe the educational treatment. Categorizing and labeling disabilities in children to facilitate educational treatment has been under attack for some time.
Because of professional differences, the task force divided into two committees: (1) Committee on Medical and HealthRelated Services, and (2) Educational Services Committee. This task force analyzed the services required for children with minimal brain dysfunction (the medical label) or specific learning disabilities (the label of choice of the educators). ” In the preface, Richard L. Masland points out the variety of professional sources required for such a review: . . a remarkable and comprehensive piece of work, highlighting above all the diversity of problems which are involved and the variety of scientific disciplines whose contributions will be required for their solution.
Of course, should future evidence show that learning disabilities in the best sense of the word is caused by central nervous system dysfunction, the effects can then be explained as somatopsychic, meaning that the biological dysfunction brings about emotional reactions. These reactions occur both in the handicapped person and in others around that person. Adult learning disabled people often report having felt like “dummies” all their lives even though they score within the normal range on an intelligence test.