ERIC Number: ED189797
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Clinical Models of Learning Disability in a Study of Intact Groups of Six-Year-Olds.
Hagin, Rosa A.; And Others
This paper discusses the definition of learning disability through the concept of early identification of vulnerable children, based on a study of 650 inner-city preschool children. While the study's first step, scanning, identified the children who were vulnerable to learning disability, the second step, diagnosis, attempted to find the reasons for their vulnerability. Scanning was done with a 20 minute individual test (SEARCH) consisting of 10 components: three in visual perception, two in auditory perception, two in intermodal skills, and three in body image. The heterogeneity of the children found to be vulnerable to learning disability is described. While all of these children demonstrated a common immaturity in spatial orientation and temporal organization, clinical examinations were necessary to tease out the origins of this immaturity in terms of biological, cognitive, emotional, and experiential factors. This heterogeneity is not only important in planning the nature, timing, and intensity of intervention, but also in the interpretation of generalizations drawn from research in which the learning disabled group is treated as if it were homogeneous. (Author/DLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: At Risk (for Handicap)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April, 1980).