The role of the physician in identification and management of learning problems is, for the most part, nominal. In many instances, the inclu sion of fragmentary data and global diagnoses serve only to confound the educational programming. Persistent and consistent evidence, how ever, including findings in the present study, may be interpreted to suggest that significant numbers of children with learning problems have some associated and possibly contributory medical conditions. More comprehensive and insightful medical involvement is imperative.
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