A compensatiory model of learning success and learning failure is proposed as a framework for psychoeducation evaluation of learning disordered children. Assumptions and implications of a compensatory approach for evaluation are summarized and described. Learning disorders are conceptualized in terms of the number, strength, and availability of psychological abilities which relate to tasks to be learned. Focus of evaluation is on identification of task-relevant abilities which may be used or developed for learning success. Diagnostic evaluation is viewed as a method of identifying compensatory abilities which provide a basis for remedial strategies.
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