Special education for children with minimal brain dysfunction is a comparatively new field. Suggested procedures have included emphasis on structure (Cruickshank, 1963), on stimulation ofperceptual areas (Getman, 1968), and orr attitude change (Jersild, 1954; Pollard & Geoghegan, 1969) . Breaking through hostile attitudes engendered by teacher, sibling, or parent rejection (Jersild, 1954) or providing support and understanding in the classroom (Pollard & Geoghegan, 1969) means, to this author, acceptance, which constituted the first emphasis of this study. The second emphasis was structure. Children who are hyperactive and demonstrate neurological impairments make more progress and adjust better in a highly structured program (Cruickshank,1963). Acceptance plus structure yields learning was the premise on which this author constructed a language arts developmental program for three boys diagnosed as having minimal brain dysfunction. The main goal was to teach reading, and the basic assumption was that a child would become free to learn only as he found acceptance of himself and of the teacher within a structured situation.

The growing child in contemporary society

Citations

Acceptance Plus Structure Yields Learning.

References

Acceptance Plus Structure Yields Learning.

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