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Moving the LD Field Ahead

New Paths, New Paradigms

Howard S. Adelman, PhD, is Professor of Psychology at the University of California, Los Angeles.

Linda Taylor

Linda Taylor, PhD, is a Clinical Psychologist, School Mental Health Services, Los Angeles Unified School District. Address: Howard S. Adelman, PhD, Department of Psychology, UCLA, 405 Hilgard Ave., Los Angeles, CA 90024.

Do not follow where the path may lead. Go, instead, where there is no path and leave a trail. Anonymous

In this final article in the series on the future of the LD field, we reflect on ideas presented by the contributors and underscore trends for the the future that seem essential to the field's progress. Inadequacies of prevailing thinking in the field are highlighted and suggestions are offered about the way in which such thinking needs to be expanded and transformed. In this connection, we stress the importance of (a) an expanded focus on adolescents and adults, (b) broader models for understanding the patterns of behavior and learning seen in LD programs, (c) going beyond the concepts of diagnosis, treatment, remediation, and individualized instruction, (d) expansion of prevailing views of basic skills, and (e) development of interventions that focus on more than changing people. Finally, we explore implications of and ideas for reducing the large number of LD misdiagnoses.

One purpose of this series has been to focus attention on the directions that have been established and where they are leading the field. Another purpose has been to encourage thought and discussion about new paths to follow. The rapid growth of the field has left precious little time for reflection, and it is easy to lose perspective under such circumstances. The series presentations provide a beginning for efforts to clarify an agenda for the immediate future; over the next year or so, we hope that the various LD journals will encourage an ongoing interchange about these and other ideas that should shape that agenda. It is from such an interchange that a new synthesis of guidelines and recommendations for theory, research, and practice can be developed by the field's advocates, representatives, and others who shape the future through then influence on policy and socialization of professionals and the general public. It is time to stimulate and broaden the dialectic process; the result should be a refreshing renewal of the spirit that prevailed when the field was born.

Journal of Learning Disabilities, Vol. 19, No. 10, 602-608 (1986)
DOI: 10.1177/002221948601901005


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