The impact of a child's learning disability on the family system is explored with regard to the general consequences for the system and to the parents' abilities to react to the problems generated for the child and family. Feuerstein's concept of mediated learning experience is proposed as a useful way of understanding the process issues, to assess parental reactions, and to guide more productive and adaptive interventions. Four prototypical patterns of family response are presented, with descriptions of the mediational restrictions and potentialities embedded within them. Implications are presented for both dysfunctional responses and the development of positive and adaptive reactions.
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