Bøger i Disorders of Human Learning, Behavior, and Communication serien

Recently, in the area of learning disabilities, a subarea of special educa tion, an interesting development has become discernible. This develop ment centers on the increasing focus of learning disabilities professionals on theory building and empirical research, and it is reflected in the spate of books currently being published.

Because many of the students who are not well served by current educational practices have similar needs as students with disabilities, it is anticipated that some of this information may be useful in the discussion regarding the reshaping of educational systems.

Psychopharmacology of the Developmental Disabilities explores the use of psychotropic and antiepileptic medications in developmentally disabled patients.

They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment.

In late 1985, The President's Committee on Mental Retardation (PCMR) spon sored a National Strategy Conference on Mental Retardation and Mental Health in Washington, D.C.

Habilitation Planning for Adults With Disabilities presents a comprehensive approach to habilitation planning and service delivery for adults with disabilities.

Ecobehavioral Analysis and Developmental Disabilities: The Twenty-First Century offers such an update of current research, as Dr. Stephen Schroeder compiles the work of twenty-one noted authorities in this volume.

Because many of the students who are not well served by current educational practices have similar needs as students with disabilities, it is anticipated that some of this information may be useful in the discussion regarding the reshaping of educational systems.

They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment.

Esquirol, as well as Seguin, had a positive attitude toward persons who were mentally ill or mentally subnormal. Esquirol pioneered a more humane treatment in mental institutions and Seguin created the first homes in France, and later in the United States, aimed at educating persons who were mentally subnormal.

It is important to reaffirm the reality of the learning disabilities (LD) phenomenon as a condition that imposes genuine constraints on a student's ability to function, and not as some chimerical entity defined by an ever-changing political situation.

Finally, although there is little disagreement about the necessity to intervene for self-injury, clinicians do not make uniform therapeutic recommendations, and, in fact, considerable dif ferences in treatment selection are common.

When you look at the advances in the field of mental retardation over the past 30 years, it is hard to imagine that more change is inevitable.

The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren.

Psychopharmacology of the Developmental Disabilities explores the use of psychotropic and antiepileptic medications in developmentally disabled patients.