An Intensive Therapeutic Program for Learning Disabled Prepubertal Children

Abstract

This article contends that intervention in learning problems should be twofold. First, the child's attitudes toward both himself and learning need to be reworked. Second, remediation to amehorate specific learning deficits is required. Traditionally, these two aspects have been carried out by two different professionals, the psychologist and the teacher. The present article describes a program that has attempted to synthesize these functions into one composite helping role. A case example is offered to illustrate the approach.