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ERIC Number: ED509972
Record Type: Non-Journal
Publication Date: 2010-Feb
Pages: 241
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-6062-3565-2
ISSN: N/A
Rethinking Learning Disabilities: Understanding Children Who Struggle in School
Waber, Deborah P.
Guilford Publications
Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications. Detailed real-world case studies illustrate how this approach can promote positive outcomes for children who struggle in school. This book is organized into two parts. Part I, The Developmental Approach to Learning Disabilities, includes: (1) The Dilemma: What Is a Learning Disability?; (2) A Learning Disability Is a Developmental Problem; (3) A Developmental Science Perspective on Learning Disabilities; (4) A Lifespan Perspective on Learning Disabilities; (5) Identifying Learning Disabilities: A Developmental Approach; and (6) Insights from Cognitive Neuroscience: Automatic and Effortful Processing. Part II, Diagnosing the Child-World Interaction, includes: (7) Identical Twins; (8) An Adequate Achiever with Learning Problems; (9) Beyond a "Reading Problem"; (10) Learning-Disabled Children Grown Up; and (11) A Developmental Strategy for Resolving the Dilemma.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Books; Guides - General
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A