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NASP Home NASP Publications School Psychology Review (SPR) Volume 5 Issue 1 (1976) Editorial Comment
Volume 5, Issue 1 (1976)

Editorial Comment

pp. 2

All of us must be humble enough to admit that the extent of our knowledge about learning disabilities is very limited. Certainly we know more today than was known 10, 20 or 30 years ago. But even that knowledge is often spotty, sketchy, and lacking longitudinal validation. Why then do parents, teachers, administrators expect the school psychologist to be a miracle worker with every learning disabled child? Three reasons may be suggested for their high expectancies. First, the amount of research on learning disabilities has increased dramatically in recent years, which has led the layman to believe that most of these research studies have resulted in major breakthroughs in human knowledge. The reality is that the findings of many of these studies are sometimes contradictory, often puzzling and generally provide additional unanswered questions. Secondly, the layman is aware that the traditional school psychologist has spent a great deal of time and effort in administering tests to children. What the layman is often not aware of is that the development of remediation skills has not kept pace with the development of diagnostic skills. Thirdly, the layman is aware that there is a new technology of educational media and that commercial enterprises have developed a substantial market for instructional materials. Unfortunately, some of these materials have not been aligned to learning processes and often have had little or no field testing.

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