Cogito Ergo Sum

Abstract

Stereotypes about “good learning” and “effective instruction” have begun to give way to a regard for the idiosyncracies that each learner brings to each situation. This change has taken place in the context of an increasing interest in cognitive psychology. The effect on special education is only now beginning to be felt (Cawley, 1985; Reid & Hresko, 1981). Until now the understanding of handicaps to learning has been rooted in developmental and behavioral psychology. The developmental view has provided a standard according to which growth could be measured. Once a child’s accomplishments along developmental continua had been identified, his or her disorder could be defined in terms of relative delays in one or more areas (e.g., in reading, language, or both). Behavioral psychology provided the solution by establishing procedures to evoke performance at those levels not yet attained.

A round man cannot be expected to fit into a square hole right away. He must have time to modify his shape.

Montramps abroad, 1897