Theory and Research in Learning Disabilities

Although a number of books have appeared on learning disabili­ ties, we feel that the present book has two distinct features which are not found in most others. It is multidisciplinary and it com­ bines theory with practice. A group of researchers from the disciplines of Psychology in­ cluding medical psychology and information processing, Reading, Special Education and Physical Education interacted with each other before and after their presentations in a conference (November 1980, at the University of Alberta, Edmonton, Canada), and then wrote their chapters for this book. We hope that their chapters were enriched by the discussions and arguments which happened in formal and informal settings during the authors' stay in Edmonton. Dr. Leong could not attend the conference, but was asked to write the introductory chapter for the book. The contributors to this volume have been involved with basic research as well as with clinical and educational research in learning disabilities. Some of them have a theoretical rather than a practical interest. However, a serious interest in a handicapping condition perhaps compels one to consider its amelioration no matter how 'pure' is the researcher. It is because of such a feeling.that those who do basic research have sug­ gested procedures for applying their findings. The result is a balanced product, entailing theory and practice.