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The extreme variability of behavior characterizing the neurologically impaired, or more recently, children with learning disabilities, demands the educator's attention to symptomatology rather than etiology. Diagnosticians must strengthen their attempts to recommend corrective remedial-education for these children rather than to serve as mere “classifiers” or intermediate “stop-gaps” between teachers and neurologists. Clinical educational techniques of proven value should be geared to the nature of the learning disability rather than to causative factors.