Learning Disabilities
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Abstract
PART II: IMPLICATIONS FOR SCHOOL CURRICULUM AND PROGRAM PLANNING This study of learning disabilities (reported in Part I,) although conducted in a medical center clinic by a multi-disciplinary team, had a strong educational orientation. Three of the primary investigators had broad experience in public school education before coming to the clinic. We had been involved in public school psychoeducational evaluation of pupils, in the development of public school reading programs, and in special education. The issues and questions presented here in Part II are derived from a review of pertinent literature in relationship to the findings reported in Part I* and from my training and experience in public school special education. The findings of the Dyslexia Clinic at the Indiana University Medical Center may best be related to school curriculum and program planning by first asking three questions about school programs and how these programs relate to learning disabilities in general. First, what parts of the public schools are relevant to the problem of learning disabilities? Second, which students in these schools appear to have significant learning problems? Third, what can be suggested, on the basis of the information