Rethinking the concept of learning disability.

Abstract

Learning disabilities are assumed to result from a neurological disorder that makes it very difficult for children to perform well in school. The unstated assumption is that there is a discontinuity in the distribution in aptitude for academic studies such that these children can be objectively categorised as having a learning disability or not. This assumption is based on an analogy with medical diseases or disorders in which certain tests can indicate whether or not a disease is present. However, this analogy is not appropriate and results in a number of practical problems. An alternate view is presented according to which the efficiency of mental processes required for learning to read or do mathematics varies on a continuum. If there is a continuum, attempts to develop objective criteria for diagnosing learning disabilities will necessarily be arbitrary, and will result in unfairness in provision of special resources. Rather than focusing on diagnosing learning disabilities to determine which children get special help, the suggested goal is to develop curricula in academic subjects that allow for individualized academic programs. In this way, all children would progress at their own pace always being mildly challenged and mastering the material before progressing to new topics.

Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice

“…Years later, a review by Butler et al. (2001) examined the benefits of teaching mathematics through peer tutoring involving students with learning disabilities, that is, students who have neurological differences in various mental processes that make it difficult for them to acquire certain skills, mostly in reading and mathematics (Penney, 2018). From a qualitative analysis, Butler et al.…”

La tutoría entre iguales en matemáticas. Estado de la cuestión y análisis de su impacto en el rendimiento académico del alumnado de educación secundaria

“…From a qualitative perspective, Davidson concluded that the helping behavior that took place during peer tutoring was highly beneficial for the students academically and socially. Years later, a review by Butler et al (2001) examined the benefits of teaching mathematics through peer tutoring involving students with learning disabilities, that is, students who have neurological differences in various mental processes that make it difficult for them to acquire certain skills, mostly in reading and mathematics (Penney, 2018). From a qualitative analysis, Butler et al (2001) concluded that students with learning disabilities employed cognitive strategies successfully when peer tutoring was implemented.…”