Argues that teachers and psychologists are too quick to attach the term "learning disabled" because they fail to recognize "normal" differences in brain function and in specific talents and abilities
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McGuinness (Neuropsychology Laboratories, Stanford University) suggests that labels such as ``learning disabled,'' ``hyperactive,'' and ``math phobic'' are culture-specific. She argues that the age-graded classroom and the standardization of reading tests have led to diagnosing many children (the majority of them boys) as learning disabled. She also argues that a number of the theories designed to explain learning disability (including hyperactivity, minimal brain dysfunction, sex-role stereotyping, and visual perceptual disorders) should be questioned, and compares studies on learning with research on sex differences to support her arguments. Finally, she describes in detail three remedial programs she considers outstanding, and offers a personal action plan were her child to be labeled ``learning disabled.'' A scholarly and well-documented work. Jodith Janes, Cleveland Health Sciences Lib.
Copyright 1985 Reed Business Information, Inc.
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Book Description Basic Books, 1985. Hardcover. Book Condition: New. Never used!. Bookseller Inventory # P110465091784
Book Description Basic Books, 1985. Hardcover. Book Condition: New. book. Bookseller Inventory # M0465091784
Book Description Basic Books, 1985. Hardcover. Book Condition: New. Bookseller Inventory # DADAX0465091784