Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. This book deserves a wide audience; it will be beneficial not only for teachers and parents struggling with attachment or behavior issues, but it will also benefit health care professionals and therapists working directly with special needs such as sensory integration dysfunction. Contents include: (1) Language Disabilities: Myths and Misconceptions vs. Reality (George S. Mouzakitis); (2) Achievement Gaps: Learning Disabilities, Community Capital, and School Composition (Bob Algozzine, Erik Porfeli, Chuang Wang, Ann McColl and Robert Audette); (3) Dyslexia in Hong Kong: Challenges and Opportunities (Chi-man Tsui, Cecilia W. P. Li-Tsang and Pui Yee Grace Lung); (4) Attention Deficit Hyperactivity Disorder (ADHD) and Writing Learning Disabilities (Celestino Rodriguez, Paloma Gonzalez-Castro, Rebeca Cerezo and David Alvarez); (5) Reading and Writing Achievement Tests for Assessing Orthographical and Phonological Impairments of Japanese Children with Developmental Disorders (Kiyomi Yatabe, Takaaki Goto, Katsumi Watanabe, Makiko Kaga and Masumi Inagaki); (6) Interventions in Specific Learning Disabilities Through Families (Patricia Robledo-Ramon and Jesus-Nicasio Garcia-Sanchez); (7) Preventing Children's Writing Difficulties Through Specific Intervention in the Home (Patricia Robledo-Ramon and Jesus-Nicasio Garcia-Sanchez); (8) The Family Environment of Students with Learning Disabilities and ADHD (Patricia Robledo-Ramon and Jesus-Nicasio Garcia-Sanchez); (9) Meeting the Needs of Twice-Exceptional Children in the Science Classroom (Manabu Sumida); (10) The Quality of Teaching Determines Students' Achiee in Writing (Deilis Ivonne Pacheco Sanz and Jesus-Nicasio Garcia-Sanchez); (11) Diagnosis of Teachers' Practice in the Teaching of Written Composition (Deilis Ivonne Pacheco Sanz and Jesus-Nicasio Garcia-Sanchez); (12) Motor Skill Performance of Children with Sensor Impairments (Danijela Ilic-Stosovic and Snezana Nikolic); (13) Could Motor Development Be an Emergent Property of Vestibular Stimulation and Primary Reflex Inhibition? A Tentative Approach to Sensorimotor Therapy (Mats Niklasson); (14) Contributions of an Augmented Reality Musical System for the Stimulation of Motor Skills in Music Therapy Sessions (Ana Grasielle Dionisio Cor Irene Karaguilla Ficheman, Marilena do Nascimento and Roseli de Deus Lopes); (15) Deafness-Specific Tactic Knowledge: A New Understanding of Mental Health, and Social and Professional Participation (Paul G. Jacobs); (16) Environmental Chemical Substances in Relation to Neurodevelopmental Disorders: A Systematic Literature Review (Hideko Sone, Tin-Tin Win-Shwe, Xian-Yang Qin, Hiromi Akanuma and Satoshi Imanishi); and (17) Disability and Oral Health (Jenny Gallagher and Sasha Scambler).