Models of learning disability: their relevance to remediation.

摘要

A scheme of classification is suggested for physicians faced with clinicians' numerous and varied prescriptions for remedial management of children with learning disabilities. Three explanatory models of the causes of learning disability -- the difference, deficit and delay models -- and two strategies of management -- the process-oriented and goal-oriented -- are delineated. Remedial methods are classified according to their implicit explanatory model and the clinician's adherence to the process-oriented or goal-oriented approach. A pragmatic conservative, goal-oriented strategy is advocated, in which individualized instruction is tailored to the child's current abilities and learning requirements.