Public Education for Children with Brain Dysfunction

Public Education for Children with Brain Dysfunction

Public Education for Children with Brain Dysfunction

Public Education for Children with Brain Dysfunction

Excerpt

This book is a product of twenty years of query, toil, and much help from a myriad of persons. Adult patients in mental hospitals were the first to teach me that it was possible to alter the way a person functioned, even though he had been diagnosed as having a hopeless ailment of the brain. In spite of their own accurately diagnosed chronic brain ailments, many demonstrated that they were affected by the environment, that they could learn an variety of skills, that they could retain and apply what they had learned. They showed me that their outlook on life and their relationships with others improved as they felt pride in their accomplishments. All indicated to me that the way they functioned must be correlated with more than the pathology inherent in certain tissues of their brains.

Children with learning and behavioral disorders due to brain dysfunction have been my main and most admired teachers, however. These youngsters have been cited by me in previous books and in the present one. Although their names are fictitious, their problems have been very real. Sharing those problems with the children and their families and attempting to help find the solutions to them have charted for me the requirements of an affective habilitative program.

During the past seven years, The Pathway School, in Norristown, Pennsylvania, has worked to implement those requirements by building a habilitative program that would enable youngsters with brain dysfunction to graduate into the steam of regular education, where they then could succeed. In keeping with its founding goal of being a demonstration, training, and research organization, Pathway has shared whatever it has learned with various public school agencies. Translating its interdisciplinary program, which employs a full-time habilitative . . .

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