School Learning, Time and Learning Disabilities: The Disassociated Learner

Publisher Website
Google Scholar
Abstract
Most proposals describing the fundamental nature of learning disabilities have been single paradigm notions emphasizing either intrinsic or extrinsic factors. These descriptions generally lack explanatory power and fail to provide a comprehensive statement. This paper describes the learning disabled child as a disassociated learner in the sense of a student not actively involved in the learning process. The description is based on a framework incorporating knowledge of the normal teaching-learning process as well as theoretical ideas about correlates of learning disabilities. The framework shows how it may be logically conceptualized that some children dissassociate themselves from academic learning and come to be termed learning disabled.

This publication has 57 references indexed in Scilit: