ABSTRACT
The use of the term remedial is often questioned by teachers involved in helping failing children. To use the term re-education would seem appropriate only when the cause of failure is confined to remedying the adverse effects of faulty methods, techniques and approaches. Hebb’s theory of learning, based on a neuropsychological approach, has greatly influenced the work in the author’s school in general, and its remedial department in particular. However, together with Hebb’s theory, it does underline what has been earlier, viz., reading is a psychoneurological process and any structural or mechanical damage to or disturbance in the neural pathways which are involved will lead to specific symptoms and necessitate special types of remediation. It stresses the importance of viewing neurological abnormality and sensory and perceptual disturbance as being of much greater importance than low I.Q. in both diagnosis and treatment.
