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Journal of Learning Disabilities
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Transformational Obstacles in Special Education

Dudley J. Wiest

Dudley J. Wiest PhD, is associate professor of educational counseling at California State University in San Bernardino. He received his doctorate from Claremont Graduate School.

Dennis A. Kreil

Dennis A. Kreil PhD, is director of pupil services for Placentia/Yorba Linda Unified School District and an adjunct faculty member in the school psychology program at California State University at Long Beach. He received his doctorate from the University of Southern California. Address: Dudley J. Wiest, Department of Advanced Studies, Educational Counseling, California State University, 5500 University Pkwy., San Bernardino, CA 92407.

Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of "job role dissonance" in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement.

Journal of Learning Disabilities, Vol. 28, No. 7, 399-407 (1995)
DOI: 10.1177/002221949502800703
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