Prescriptive Teaching in a Summer Learning Disabilities Program

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Abstract
The prevention and treatment of chronic failure has been a serious problem since the beginning of the American educational system. The intent of this study was to examine the academic achievement and changes in behavior related to a specified kind of curriculum during a six-week summer program. A unisensory perceptual training curriculum was selected in order to utilize the child's strongest perceptual area at the beginning of training, while weaker perceptual areas were avoided initially. Emphasis was on utilizing language cues as a compensatory behavior to strengthen perceptual deficits. The program was designed to alter the “learning sets“ and to modify the behaviors of children with learning disability manifested in chronic failure.

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