Pediatric participation in the care of children with learning disorders and related problems is undergoing considerable growth. Physicians, to varying degrees, are increasingly involved in diagnostic formulation, collaborative intervention, and advocacy. The traditional role was a limited one. There is now a greater emphasis on family assessments, neurodevelopmental examination, medical treatments, counseling, actual collaboration, and independent evaluation. A number of political, educational, economic, and logistic questions regarding these activities remain problematic and, as yet, unanswered.
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