A Systems Approach in Working with Learning Disabled Children

1985/12/01 by Marian C. Fish, Shashi Jain
Psychology · Social Sciences · #Educational and Psychological Assessments #Family and Disability Support Research #Parental Involvement in Education

paper · doi:10.1177/002221948501801006

crossref issued 1985/12/01 · crossref published 1985/12/01 · crossref published-online 1985/12/01 · crossref published-print 1985/12/01 · openalex publication_date 1985/12/01 · crossref created 2008/12/22 · openalex created_date 2016/06/24 · crossref deposited 2026/05/01 · openalex updated_date 2026/07/07 · crossref indexed 2026/07/31

Abstract

This article discusses the viability of a systems model in working with learning disabled children in the schools. The systems approach provides a contextual perspective which incorporates both the school and the family when considering a child's learning disability. Research on families with a learning disabled child is reviewed. Family factors which facilitate adjustment of the learning disabled child are explored. Implications for assessment and intervention as well as prevention of dysfunction are presented.

Related

• Family Interaction and Learning Disabilities
• The Use and Abuse of Models of Disability
• Meta-synthesis on the experiences of families from nondominant communities and special education collaboration
• Family roles in their children’s education: A critical discussion of the future roles of families in educating their child with special educational needs and disabilities.
• Fields of application of artificial intelligence programs in order to support students with learning disabilities