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Pointers for Parents of the LD Child

Pointers for Parents of the LD Child POINTERS FOR PARENTS OF THE LD CHILD Pamela Gillet The learning-disabled child is often thought of as a marginally exceptional child. Parents and school personnel view these chil- dren as normal in many ways, but they also realize that there is an uneven development in the learning-disabled child's skills. Learning disabilities generally affect far more than academic school achievement. They also interfere with the socialization process—how the child interacts with peers and other family members. Many learning-disabled children are not seen as "signifi- cantly " different, warranting special self-contained classroom placement; yet, most cannot function in a regular classroom withou t some alteration. Although much of the child's progress will be developed in the school situation through the techniques of the special teacher and the adaptations made in the school curriculum, the family environment can exert a favorable or an adverse influence on this progress. This influence is generally based on the kinds of experi- ences the child encounters; the feedback he receives about his participation in these experiences; and to what extent family Pamela Gillet, PhD, is assistant director of the Special Education Coopera- tive for the Northwest Suburban Special Education Organization, 500 South Plum Grove Road, Palatine, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Pointers for Parents of the LD Child

Gillet, Pamela
Academic Therapy , Volume 15 (2): 8 – Nov 1, 1979
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127901500204
Publisher site
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Abstract

POINTERS FOR PARENTS OF THE LD CHILD Pamela Gillet The learning-disabled child is often thought of as a marginally exceptional child. Parents and school personnel view these chil- dren as normal in many ways, but they also realize that there is an uneven development in the learning-disabled child's skills. Learning disabilities generally affect far more than academic school achievement. They also interfere with the socialization process—how the child interacts with peers and other family members. Many learning-disabled children are not seen as "signifi- cantly " different, warranting special self-contained classroom placement; yet, most cannot function in a regular classroom withou t some alteration. Although much of the child's progress will be developed in the school situation through the techniques of the special teacher and the adaptations made in the school curriculum, the family environment can exert a favorable or an adverse influence on this progress. This influence is generally based on the kinds of experi- ences the child encounters; the feedback he receives about his participation in these experiences; and to what extent family Pamela Gillet, PhD, is assistant director of the Special Education Coopera- tive for the Northwest Suburban Special Education Organization, 500 South Plum Grove Road, Palatine,

Journal

Academic Therapy – SAGE

Published: Nov 1, 1979

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