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Abstract

In this article the value and nature of a broadly inclusive medical-psychological-educational paradigm in the treatment of handicapped children is described.

The relative value for educators in either a medical-psychiatric paradigm or a psychologicalbehavioral paradigm in the treatment of handicapped children (particularly the so-called learning disabled) has been discussed at length by Ullmann and Krasner (1966). Educators, having no available paradigm of their own, have for the most part been the recalcitrant recipients of the good intentions of both psychologists and medical doctors in proposing such paradigms. Although both medical and behavioral psychological paradigms are valuable, neither recognize the unique role of education. What is proposed in this discussion is an educational addition to a broadly inclusive treatment paradigm for handicapped children.

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References

Christoplos, F. , and Valletutti, P. : An undergraduate course in organization of programs for the mentally retarded, Education and Training of the Mentally Retarded. February, 1969, Vol. 4, No. 1, pp. 37–42.

Gagne, R.M. : Curriculum research and the promotion of learning, pp. 19–38 in Perspectives of Curriculum Evaluation. AERA Monograph Series on Curriculum Evaluation, Chicago: Rand McNally, 1967.

Ullmann, L.P. , and Krasner, L. (Eds.): Case Studies in Behavior Modification.N.Y.: Holt, Rinehart, & Winston, 1966, pp. 1–65.