Paradoxical Values in Learning Disabilities

Abstract

Better education for handicapped children is a shared value of all educators. This article explores some of the paradoxes in relating clinical and educational values to the field of learning disabilities. The three paradoxes selected for discussion were: (1) in education, in general, we believe in self-realization, with recognition of individual differences; while in learning disabilities we believe that self-realization is possible only when some individual differences in abilities (deticits) are erased through remediation; (2) in education, we believe in developmental progression toward competency in academic and social relationships; but at the same time, clinical assessment suggests that drastic intervention measures are frequently necessary to ensure developmental progression; (3) we believe in integration of exceptional children in the regular classroom, placing upon the regular teacher the primary responsibility for their learning; but at the same time we believe that specialists must be trained to diagnose and plan clinical-educational programs for children with learning disabilities.