This text's reputation for an impeccable research base and current, relevant references is complemented in this
new edition by an easy narrative style that grabs student interest and attention and an increased coverage of practical
classroom practice issues and depiction of the personal, human side of learning disabilities.
The text helps future teachers access the latest research and theory in an easily understood way, so the "big
picture" is clear and they can confidently apply these concepts in their daily clinical teaching decisions.
With more than 60 real-life vignettes, numerous LD simulations, and extensive illustrations of student work, the
Fifth Edition helps future teachers understand the progression of learning, development, and social skills in the
average student, how and why the patterns of the learning disabled differ, and why not all methods work for all
children. Sensitized to family and school learning expectations and interaction patterns that can promote learning,
future teachers learn how to match their interventions to each student's unique strength and weakness patterns
in a way that is culturally affirming, takes advantage of instructional methods and technology that work, and promotes
the skill set and social-emotional adjustment that will facilitate a student's transition to adult life.
Features :
Presents a unique Interactionist (ecological) perspective on LD. Through the text the interaction of child,
curriculum, and environmental factors is emphasized to help teachers be watchful about all of these and intervene
where necessary.
Discusses Neuropsychological learning patterns of students with LD throughout the text. Future teachers will
be in a better position to select instructional approaches that capitalize on students' strengths.
Provides a balanced presentation of constructivist, behavioral, cognitive psychology, developmental, and information-processing
contributions to theory and practice in LD.
Shows progression of academic, social, and developmental skills in the average student throughout the text.
This book contrasts the typical course of language, attention, visual-perceptual, motor, learning strategy, and
social-emotional development with the delays and unique patterns of the learning disabled, helping future teachers
to be more sensitive to their students, aware of where on the developmental continuum to begin teaching, and how
best to go about teaching.
Discusses multicultural diversity and the learning disabled throughout the text, with examples of "mismatches"
that require modification of teaching content, style, or attitudes.
Strong coverage of dynamic, non-biased, and curriculum-based assessment through use of vignettes places throughout
the text
Twenty-two Research Boxes go beyond the text's narrative to focus in greater depth on critical issues within
the field of LD.
LD Simulations. Eight simulations help future teachers identify with the frustration of people with LD who
just can't "get it," despite much effort and adequate intellectual ability
New To This Edition
Completely re-written to be friendly, accessible and engaging to the undergraduate as well as graduate-level
reader.
An entire chapter is now devoted to the History of the Field (Ch. 1) and another devoted to Definition, Identification,
and Prevalence (Ch. 2) (these topics had been included in just one chapter in previous edition).
Two separate chapters are now devoted to instructional strategies: the preschool and elementary school years
(Ch. 11), and the middle school and secondary school years (Ch. 12).
More than 60 stories written by parents, students, teachers, and psychologists make the struggles and successes
of persons with learning disabilities come to life in a way that helps future teachers understand and apply the
text material.
Includes more than 150 instructional strategies, metacognitive learning strategies, accommodations, and modifications
that help the future teacher match teaching approaches to what children with learning disabilities are ready to
learn and how they learn best.
An extensive Instructor's Manual gives the instructor access to hundreds of suggestions for class discussions,
activities, and demonstrations, as well as suggested assignments, projects, and test questions.
Table of Contents
Each chapter concludes with "Summary" and "Helpful Resources."
Preface.
I. THE CONCEPT OF LEARNING DISABILITIES.
1. History of the Field.
Educational Philosophy and Practices.
Advocacy.
Research and Program Development.
2. Definition, Identification, and Prevalence.
Definition.
Identification Practices.
Prevalence of Learning Disabilities.
II. CAUSES OF LEARNING DISABILITIES.
3. Physiological Differences.
Neuropsychological Patterns of Learning.
Brain Injury.
Structural Brain Differences.
Hereditary Factors.
Biochemical Irregularities and Attention Deficit Hyperactivity Disorder.
4. Curricular and Environmental Contributors.
Curriculum Contributors.
Family and School Environment Contributors.
Implications for Assessment and Intervention.
5. Information-Processing Patterns in Learning Disabilities.
Visual-Perceptual Skills.
Language and Phonological Processing Skills.
Attention.
Motor Skills.
Implications for Assessment and Intervention.
III. THE STUDENT.
6. Academic Development.
The Elementary School Years.
The Middle and High School Years.
The Adult Years.
7. Learning Strategy and Information-Processing Development.
Attention, Memory, and Learning Strategies.
Visual-Perceptual, Motor, and Language Development.
8. Social-Emotional Development.
The Preschooler.
The Elementary School Student.
The Secondary School Student.
The Adult.
