Depending upon our individual perspectives, we are either delighted or depressed at the growing number of “cookbooks” available to the learning disabilities practitioner. It is assumed that cookbooks are somehow outside the realm of serious review or criticism. Sometimes this is because the more experienced and sophisticated practitioner believes that education cookbooks are not worthy of professional attention. On the other hand, a modest, homemade effort may believe itself to be immune from professional critique. Neither assumption is appropriate. If a product is created, distributed, advocated, and used, it requires serious professional attention and is subject to professional review. The column this month examines the entire role of cookbooks in learning disabilities by analyzing in some detail the original kitchen-related aspects of the term, by relating the results of this analysis to the classroom counterpart, and by suggesting a tentative brief outline to consider in evaluating cookbooks. A review of a recently submitted cookbook also is presented to show application of the considerations suggested.
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