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
That is, we are defining the condition with respect to the objectives for which the definition is being prepared. Definitions should vary depending upon whether the use is for research purposes or treatment purposes. For research, it is necessary to have precise distinctions among syndromes—that is, an exact taxonomy of biological and ecological components. For treatment, it may be better to come to an understanding of the whole impact of critical characteristics and instructional interactions.
Combined or Mixed Syndromes. Where two or more of the above syndromes appeared in one individual, the matter of treatment is complex. ” Orton reported only one factor that appeared to be common across all his syndromes; namely, difficulty in repicturing sequences of letters, sounds, or units of movement in the order of presentation. He posited that exact sensory records in the nondominant hemisphere (usually the right) cause confusion in recognition and recall. Orton was a pioneer whose main contribution to the field was his careful and painstaking descriptions of categories of learning disabilities.
Some have suggested that the cause of problems in school learning reflect teaching disabilities rather than learning disabilities, or curriculum deficits rather than child deficits. While this statement should not be generalized to all learning disabilities, it probably is true for some. Effects of the Problems It is terribly easy to confuse cause and effect. Traditional research in determining traits that are characteristic of a condition has relied heavily on correlational techniques. , a reading disability) is present.