RECONSTRUCTING THE PARADIGM OF LEARNING-DISABILITIES - A HOLISTIC CONSTRUCTIVIST INTERPRETATION/

The paradigm for defining learning disabilities has evolved in relatio n to information-processing constructs of learning and intelligence. A ssumptions regarding the nature of knowledge acquisition as well as as sessment and remedial techniques that are derived from such a paradigm are currently being challenged. This article argues that learning dif ferences can be best understood, and attended to, in relation to the h olistic/constructivist theory of knowledge construction and the recipr ocal evolution of cognitive structures. Knowledge is conceived of as b eing embedded in, and subordinated to, a spiral of mental structuring activity that guides relational thinking or logic, Symbols (i.e., lang uage, numbers, and images) are tools that exercise mental structuring activity for the purpose of transforming and enriching individual lear ning spirals by coordinating and integrating its energy form, Reciproc ally, greater depth and flexibility in knowledge bases evolve, which s erve to transform persons and their cultures. It is in these spirals o f mental structuring activity that learning differences are proposed t o manifest themselves. Such a perspective shifts the focus of assessme nt and remediation away from specific skill development that attends t o standard answers and ways of solving problems to an examination of t he adaptive, transforming thinking activity (mental constructs) genera ted to solve for answers. By making contact with and guiding individua lly constructed realities through techniques such as graded learning l oops in the zone of proximal development, learning behaviors become mo re adaptable and generalizable.