ABSTRACT
The previous two chapters raised important questions and offer new directions for the field of learning disabilities. Kathryn Au and Jacquelin Carroll’s contribution directed us to look at the newer theoretical constructs (i.e. social constructivism) in education. Their work should focus those in the field of learning disabilities on questions related to how the needs of children with learning disabilities can be met in educational environments that are structured on the basis of these interpretations of learning. Charles Greenwood’s work emphasized the application of a model called Classwide Peer Tutoring (CWPT) and the identification of the methods used by effective teachers within a framework in which there are multiple influences on learning.
