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This article gives a critique of current practice in the field of learning disabilities and examines several popular approaches to remediating educationally handicapped children. Various rationales underlying these approaches are analyzed in relation to recent research findings, with particular emphasis given to perceptual deficit models of learning disability. It is concluded that there is no foundation for many assumptions underlying assessment and treatment practices which pervade the field of learning disabilities. Suggestions are made for initiating change.
Vellutino et al. (Wed,) studied this question.