A System Approach to the Evaluation of Children with Learning Disabilities.

The purpose of this study is to determine the effectiveness of an individualized program for learning-disabled children. The subjects participated individually prescribed learning activities, which involved small-group interactions directed toward the growth and development of perceptual skills, perceptual-motor skills and self-concepts, and interpersonal skills. The activities were implemented through a multi-faceted reading program, which served as a foundation for daily instruction and permitted the children to learn through their perceptual strengths. This training was integrated into the reading program. One hour of remediating activities was provided each day to meet each child's most serious area of perceptual weakness. Throughout the program the children were given a battery of diversified tests and were constantly reevaluated. The findings indicated that children with learning disabilities can make startling progress when placed in an individualized program of instruction and continuing evaluation. The implications for placing learning-disabled children in regular classrooms are discussed. The conclusion is reached that if "mainstreaming" such children is to be an effective alternative, an individualized program of instruction and continuing evaluation is essential to the child and vital to the teacher, who is charged with the responsibility for the child's learning. Educators must build evaluation into all their programs dealing with learning-disabled children enrolled in special and regular classes. (JD)