Abstract
A new approach, the social control of learning disabilities, argues that the child's disability affects mainly his parents and then teachers, school officials, and professionals in such a way that their activities to help him are thwarted by the same complex of symptoms as those of the child's disability. The symptoms of failure, anxiety, hyperactivity, distractibility, rigidity, and emotional lability are examined from this perspective and specific patterns of controlling these symptoms are suggested.
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