Accardo P, Haake C, Whitman B
Department of Pediatrics and Adolescent Medicine, St. Louis University School of Medicine, Missouri.
J Dev Behav Pediatr. 1989 Oct;10(5):253-8.
Developmental pediatricians are being consulted by medical school promotion committees with regard to the course of action to be taken with learning-disabled medical students experiencing academic difficulties. Faculty attitude, a difficulty understanding the nature of learning disabilities, appears to be a major contributor to poor medical school performance on the part of learning-disabled adults. Utilizing the sequential-simultaneous information processing model as a simplified introduction to learning disability patterns, the authors argue that recommending intensive remediation of rote spelling and writing skills in students engaged in graduate education represents both a waste of time and a further emotional trauma to these young professionals.
医学院晋升委员会就如何对待有学习困难的残疾医学生向发育儿科医生咨询。教师的态度，即难以理解学习障碍的本质，似乎是导致残疾成年人在医学院表现不佳的主要因素。作者利用序列-同时信息处理模型作为对学习障碍模式的简要介绍，认为建议对从事研究生教育的学生进行死记硬背的拼写和写作技能强化补救，既浪费时间，又会给这些年轻专业人员带来进一步的情感创伤。
