Child and Context
- 1 August 1981
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 14 (7) , 391-393
- https://doi.org/10.1177/002221948101400708
Abstract
While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and material. As the degree of mismatch increases between the child's abilities and the material that the child is expected to master, the child must adapt to this difficulty. Three stages of children's psychological adaptation to this distress are postulated: (1) an initial reaction of quiet withdrawal or active response, (2) disengagement, and (3) defensiveness. These adaptations and their implications for the classroom and clinician are discussed, and case illustrations are presented.Keywords
This publication has 10 references indexed in Scilit:
- Learning-Disabled Boys as Adolescents: Cognitive Factors and AchievementJournal of the American Academy of Child Psychiatry, 1977
- Conduct Problem or Learning Disability?The Journal of Special Education, 1974
- Learning DisabilitiesPediatric Clinics of North America, 1973
- Clinical Neuropsychology and the Study of Learning DisordersPediatric Clinics of North America, 1973
- Helping Children Develop Their Full PotentialPediatric Clinics of North America, 1973
- Strategies of Special EducationPediatric Clinics of North America, 1973
- Functional Learning DisordersPediatric Clinics of North America, 1973
- The Epidemiology of Learning DisordersPediatric Clinics of North America, 1973
- Learning problems: Learning impotence: A suggested diagnostic category.Australian and New Zealand Journal of Surgery, 1959
- A Survey of Learning Difficulties in ChildrenThe Psychoanalytic Study of the Child, 1952