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Learning disabilities: A piagetian perspective
Author(s) -
Fakouri M. E.
Publication year - 1991
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199101)28:1<70::aid-pits2310280111>3.0.co;2-7
Subject(s) - psychology , perspective (graphical) , learning disability , cognitive development , piaget's theory of cognitive development , developmental psychology , cognition , curriculum , cognitive psychology , pedagogy , artificial intelligence , computer science , neuroscience
Research findings in learning disabilities based on Piaget's theory were reviewed. Superimposing the findings of research on Piagetian stages of cognitive development, it appears that during the sensorimotor stage the diagnosis of learning disabilities is difficult. The research findings suggest that there is a delay in cognitive development of learning‐disabled children during elementary school years, which corresponds to preoperational, concrete operational, and transition to formal operational stages. From a genetic epistemological perspective, research evidence supports a “developmental lag” approach to learning disabilities. Implications for assessment, curriculum planning, and education are discussed.