Education Programing for Puplls with Neurological Based Language Disorder

Abstract

Fijiy nuztched pairs of otherwise normal, underachievitig pupils with neurologically based language-learning disorders were divided into two groups: an experimental group and a control group. Experimental subjects remained in regular classes in school and received individualized teaching outside of school hours from specially trained clinicians. Control subjects were enrolled in special education classes and did not receive clinical teaching after school. Half of the experimental and half of the control subjects had anticonvulsive medication prescribed by their physicians; the others did not. The groups were pre and post-tested for changes in academic achievement and mental functionihg. Experitnental groups made significantly greater gains in both variables than did the cotitrol groups. Medicated groups did not make greater gains when compared with unmedicated groups. Suchfindings suggest schools should refrain from referring such children to special educationclasses; rhey should leave them in regular classes and provide them with individualized supple

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