The thinking that began this book arose out of some dissatisfaction with the rela- tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil- dren. It seeme
1 Cogito Ergo Sum.- Developmental Equivalence.- What Develops?.- Implications for Atypical Populations.- "Typical" Development.- Instruction Based on a Developmental Versus Difference Model.- 2 To Err Is Human, to Reorganize Divine.- Error Production as a