Learning Disabilities

Theories, Diagnosis, and Teaching Strategies

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The field of learning disabilities is a field in transition. Many changes have occurred since the appearance of the second edition of Children with Learning Disabilities. The change in the title of this third edition to Learning Disabilities: Theories, Diagnosis and Teaching Stragegies reflects one of these changes. No longer is the field concerned only with children: learning-disabled adolescents and adults are now also included within the scope of this discipline.

Perhaps the most important development has been the impact of Public Law 94-142, which mandates, individualized education programs, -new ways of delivering services to learning-disabled individuals, and an expanding definition of learning disabilities. Further, the learning-disabled preschool child and adolescent have become important target populations. In addition, research findings in medicine, assessment, and teaching methodology have brought new ideas to the field of learning disabilities. This revision was undertaken to incorporate these consequential influences.

Children who are destined to become educational discards unless their learning disabilities are recognized and alleviated are likely to be found in any classroom. The condition of learning disabilities is perplexing: although such children are not blind, many do not see as normal children do; although they are mental development, they do not learn. Many of these youngsters exhibit other behavioral characteristics that make them disruptive in the classroom and at home. Such individuals are the concern of this book.