Early diagnosis and interference in toddlers with learning disorders makes a considerable development in self-confidence and communal capability, which facilitates them in opening doors of chances in school and in the field of work.
Perin (1990) has shown in his work that the students with learning disabilities have above average or high intellectual capability. If they are provided with suitable support and instructions, then they can succeed in college academic programs. The community care has been provided to the students with learning disabilities in New York. The faculties of City University of New York (CUNY) and State University of New York (SUNY) have emphasized on the need of the students with learning disabilities (Perin, 1990, p. 2).
Adams, Dominelli and Payne (1998) have debated that the communal worker’s main concern is ensuring that the public can handle or deal sufficiently with their lives. Under this approach, the community workers do not approve a theraupetic-helping role. Their involvements are much more practical –generally passing on information about sources and potentials (Adams, Dominelli and Payne, 1998, p. 4). The stress on effects in the present competency –based strategies to social work is reliable to an ethical point of view that ignores procedures. The practitioners essentially want to avoid this position that follows the anti-oppressive strategies (Adams, Dominelli and Payne, 1998, p. 8).
Humphries (2000) portrayed that in a social model, disabilities arise from society’s breakdown to meet the obligations of the disabled individuals. It has been debated that conventional positivist and empirical research examples are repressive and alienating to loads of research subjects. It often deprives people and not leads to any development to their material situations (Humphries, 2000, p. 110).
Lowes and Hulatt