The diagnosis and treatment of children with learning disabilities has been an area of pediatrics into which most practicing pediatricians have entered with some reluctance if not anxiety. It has been a field dominated by educators and psychologists where pediatricians were neither welcome nor viewed as qualified to render an opinion because of their lack of training in the area. Except for those physicians emerging from pediatric-training programs in the last few years, the average pediatrician was taught "hard" scientific methods in such traditional areas as the management of fluid and electrolyte imbalance and treatment of meningitis. The clinicians and teachers who served as role models for the average pediatrician were persons of rigorous scientific thought and well versed in their treatment of a multitude of pathologically based disorders in children.
Now, "future shock" is catching up with the practicing pediatrician, and pediatricians find themselves being required to learn a