Abstract
The dynamics and treatment of adolescent learning problems are different from those of childhood problems resulting from developmental delays or developmental imbalances.
Even though the school curriculum is based on a logical continuum of learning tasks, some adolescents (although intelligent) are unable to successfully master the orderly sequence of skills and as a result become discouraged, rebellious, disruptive, or all three, and eventually drop out of school before graduation.
This article explains how a theory of adolescent learning problems is used to successfully provide treatment for this type of student within the main stream.
Get full access to this article
View all access options for this article.