Rethinking Learning Disabilities

In this title, leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child.

ISBN 1606235656   Pages 241 ISBN13 9781606235652 (What's this?)   Weight (grammes) 454 Publisher Guilford Publications   Published in New York Imprint Guilford Publications   Height (mm) 229 Format Hardback   Width (mm) 152 Publication date 19 Mar 2010   Spine width (mm) 23 DEWEY 371.9   Academic level Postgraduate DEWEY edition DC22

Pt. I		The Developmental Approach to Learning Disabilities
1		The Dilemma: What Is a Learning Disability?		3
2		A Learning Disability Is a Developmental Problem		24
3		A Developmental Science Perspective on Learning Disabilities		44
4		A Lifespan Perspective on Learning Disabilities		70
5		Identifying Learning Disabilities: A Developmental Approach		86
6		Insights from Cognitive Neuroscience: Automatic and Effortful Processing		105
Pt. II		Diagnosing the Child-World Interaction
7		Identical Twins		123
8		An Adequate Achiever with Learning Problems		146
9		Beyond a "Reading Problem"		164
10		Learning-Disabled Children Grown Up		180
11		A Developmental Strategy for Resolving the Dilemma		204
App		Publications of the Children's Hospital Boston Learning Disabilities Research Center		219
		References		221
		Index		235

"Waber's wise and thoughtful book is a revelation. Most books about learning disabilities are too narrowly focused on one aspect of the problem to understand or address it meaningfully. As a first-rate neuropsychological researcher, Waber has the ability to consider, and then integrate, all of the parts of the whole child: genetics, neuroscience, development, psychology, epigenetics. As a practicing clinician who sees real children from real schools, she also has the vision to recognize that learning disabilities cannot be adequately understood or remediated by considering only the child. Her developmental approach - addressing the abilities and disabilities of both children and their environments - is clear sighted, refreshing, brilliant, and hopeful." - David Rose, Chief Education Officer, Center for Applied Special Technology, Wakefield, Massachusetts; Lecturer, Harvard Graduate School of Education, USA "Waber brings a much-needed lifespan developmental perspective to bear on both science and practice in the field of learning disabilities. This book is 'must' reading for anyone interested in how advances in cognitive neuroscience are changing the way we think about the many children who struggle in school, and how this new science can lead to more humane, individualized education for all children." - Bruce F. Pennington, John Evans Professor of Psychology, University of Denver, USA "It was with gratitude that I read each chapter of this book, immediately identifying its relevance for graduate students in school psychology, developmental psychology, and special education. Waber's thoughtful case study analyses comprehensively examine each child as a learner in the multiple contexts of his or her life, instead of focusing narrowly on the culture of school. She addresses the IEP and beyond, emphasizing the child's need to develop a sense of identity and self-esteem. This perspective is too often overlooked." - Jane Utley Adelizzi, Massachusetts School of Professional Psychology, USA "Waber's perspective is sophisticated and exceptional, having evolved from her developmental psychology background, her neuropsychological research, and her applied/practical clinical work. She never oversimplifies (while describing lucidly) the multiple factors - from biology through sociology - from which 'learning disabilities' emerge." - Martha Bridge Denckla, Director, Developmental Cognitive Neurology, Kennedy Krieger Institute; Professor of Neurology, John Hopkins University School of Medicine, USA

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