Learning Disabilities: A Practitioner's Scriptal Accommodation of More Recent Trends.

Abstract

Special educators who are removed in time or distance from their training may not have the opportunity to keep current in the field. This is especially critical for practioners who serve learning disabled students. As a result of research, theoretical orientations have changed considerably over the past ten years. These changes reflect contributions from the related fields of psychology) reading, language, and medicine. In spite of this increased interest in the literature, an agreed upon definition has yet to be accepted by all groups who are involved with these children. In this paper an attempt has been made to accomodate various theoretical positions, in light of different learning problems encountered with L D chilren. These suggestions have been generated in a rural Montana resource center serving kindergarten through sixth grade students diagnosed as L D. In examining more current trends the goal is to encourage practitioners to adopt a logical theoretical framework on which to base their instructional activities. It is contended that without sucn a framework, teaching techniques and strategies cannot be satisfactorily critiqued nor can information be added to the study of t. D. Several practical applications are suggested at the conclusion. However, special educators are

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