Misunderstood Minds

PBS:

Millions of American children struggle in school daily because of serious learning problems. The causes are often unknown, specific problems can be difficult to pinpoint, and the long-term effects hard to predict.

Research in the field of learning problems took off in the 1960s, when the first federal funds were earmarked to support children with specific learning disabilities. Experts know more now than ever before, but the evolution of that knowledge also parallels the rise of standardized tests and the current era of high-stakes testing. The tension between the demand for academic success and the stubborn reality of a problem makes learning difficulties one of the most contentious topics in an increasingly competitive and educated society.

It comes as no surprise that when a child can't read or write or pay attention -- and when the problem doesn't go away -- parents, educators, experts, and policymakers often collide in an earnest struggle to find answers.

The landscape of learning problems encompasses a range of expert opinions. Different approaches to terminology and treatment reflect that range. Some learning specialists use the phrase "learning differences" to describe cognitive strengths and weaknesses without labels that they believe may erode children's self-esteem and motivation to succeed. Neurologists and other learning specialists prefer the phrase "learning disabilities" to describe specific neurocognitive breakdowns in otherwise bright children and to underscore the existence of disabling conditions.

Posted by Jim Zellmer at October 26, 2006 6:24 AM
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