PEDIATRICS Vol. 54 No. 2 August 1974, pp. 255
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Letter to the Editor

Marcel Kinsbourne M.D., Ph.D.1

1 Duke University Medical Center, Durham, North Carolina

Dr. Wender adapts the disease approach to school problems. The trouble with this is that one might omit first to ask whether the child is hungry, sad or poorly taught. It makes little sense to speak of specific learning disability (SLD) with deprived children. Our very tests for SLD are meaningless for them. As to whether SLD children constitute a segment of the normal distribution of abilities, we don't know, and, for predictive purposes it does not matter.