The practice of posthumously diagnosing historical figures is discussed. Emphasis is on the unsatisfactory nature of evidence found for those diagnosed as learning-disabled or dyslexic and the possibility of other explanations for identified problems. Posthumous diagnoses of Auguste Rodin, George Patton, Thomas Edison, Woodrow Wilson, and Albert…

Findings from 85 respondents to a survey of fundamental concerns in the field are discussed, first in terms of several overriding considerations; then, specific issues and problems associated with theory, research, practice, training, and field and policy activity are explored. Respondents underscored the link between improving the quality of…

Part 1 of a two part series. Part 2 entitled Learning Problems: A Sequential and Hierarchical Approach to Identification and Correction" will appear in the Spring 1971 issue. (RD)

Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)

Current diagnostic and labeling practices were studied with 26 children with learning disabilities and other learning handicaps. (Author/DLS)

Two studies--one involving 59 nonproblem elementary age children and the other involving 77 learning and behavior problem children (7 to 16 years old)--focusing on differential effects of strategies to enhance motivation are reported. (Author/SB)

In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

The paper on learning disability (LD) definition and subtypes considers the nature of the definition and differentiation problems, the importance of placing and keeping LD in perspective vis a vis other learning problems, and future development of a LD classification schema using dimensions of cause, severity, pervasiveness, and chronicity.…

The tendency toward overly positive self-evaluative statements of students with learning and behavior problems was analyzed with 19 such students (aged 9.6 to 15.2 years). Findings supported an interpretation of such statements as a form of self-protective behavior, rather than the inability to make accurate self-evaluative judgments. (Author/DB

A telephone helpline in California designed to answer questions about learning problems and provide resources and referrals produced a dramatic increase in calls since its beginning. Such a system can be of further help by analyzing community information needs, preparing resource material, and providing training to professionals. (CL)

Three subgroups among children labeled as learning disabled are differentiated, including those who just do not function well in nonpersonalized situations and thus have learning problems stemming from deficiencies of the learning environment. Identification and remedial teaching strategies are conceptualized in diagram form. (KW)

The importance of motivation in the use of Fernald Techniques is discussed and applied to reading instruction for students with learning problems. Fernald methods begin with a multisensory approach and move through four steps to independent learning. Success depends on students' motivational readiness for instruction and motivation during and…

The prevailing paradigm for understanding the causes and correction of learning and related behavior problems is seen as over-emphasizing person variables. It is suggested that an interactional model would be more in keeping with contemporary psychological theorizing and available data. Implications of understanding causal determinants in…

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091.

This article asserts that the learning disabilities field must (1) address causality in differentiating learning disabilities from other learning problems, (2) expand prevailing approaches to individualizing instruction so that intrinsic motivation is accounted for in a systematic, comprehensive manner, and (3) move beyond piecemeal programs to…