Volume 22, Issue 4 (1993)
Afterword: What School Psychologists Need to Know About Writing Disabilities
Everything I, as a school psychologist, need to know about writing disability was not learned in kindergarten. Nor was it learned in graduate school, nor subsequently. These conditions, either in kindergarten or graduate school, have not changed dramatically since my emergence into the world of academe. As a trainer of school psychologists and an accreditation site visitor, I see little attention paid to preparation of school psychologists to understand the nature, prevalence, and needs of children with writing disability. At best, it is included as an also-ran in the list of subtypes of learning disabilities or is acknowledged as a side effect of reading disability.
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