Whitmore, Neurodevelopmental Approach to Specific Learning Disorders, Cover

Neurodevelopmental Approach to Specific Learning Disorders

Product Type: Print Edition (Complete Book)

ISBN: 9781898683117

Kingsley Whitmore (Editor), Hilary Hart (Editor), Guy Willems (Editor)

Series: Clinics in Developmental Medicine

Edition: 1

Publication date: January 1999

Page count: 320

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This volume considers the neurodevelopmental disorders such as dyslexia, dyscalculia, dysgraphia, clumsiness and indeed all those learning difficulties to be found in a ‘normal’ school population with an IQ of more than 70. Specific ideas about the causes of these disorders are presented along with very practical preventative and management information which will be welcomed by a wide range of professionals with an interest in paediatrics, neurology, developmental and educational psychology.

Clinics in Developmental Medicine No. 145

Kingsley Whitmore (Editor)

Research Paediatrician in Community Paediatrics, Westminster Children's Hospital, London, UK.

Hilary Hart (Editor)

Mac Keith Press, London, UK

Guy Willems (Editor)

Associate Head of Department, Paediatric Neurology Service, William Lennox Neurological Centre and Saint-Luc University Hospital; and Developmental Neurology Unit, Catholic University of Louvain Medical School, Brussels, Belgium.

  • Introduction.
  • 1. What are the specific learning disorders? M. Bax, K. Whitmore and G. Willems
  • Part I. The Clinical Nature of the Disorders:
  • 2. The reading difficulties M. Bax, K. Whitmore and G. Willems
  • 3. Dysgraphia, dyscalculia A. O'Hare
  • 4. The clumsy child H. Polatajko
  • 5. ADD/hyperkinesis/behaviours P. Rasmussen
  • Part II. Causes:
  • 6. The genetics of learning disorder J. Stevenson
  • 7. Deficits in the brain K. Brown and P. Evrard
  • 8. Social class/sub-cultural/ethnic T. O'Connor and R. Pianta
  • 9. Precursors of the problem: obstetric and perinatal E. Lindahl and M. Hadders-Algra
  • Part III. Clinical Issues:
  • 10. The toddler with a problem - who gets a learning disorder? S. Mason
  • 11. The child of school entry age - identifying the problem G. Willems
  • 12. Investigations/imaging/EEG H. Lou
  • 13. Neuropsychology A. Benasich and R. Spitz
  • Part IV. Prevention and Management:
  • 14. What can be done in the classroom? A. Rabinowitz
  • 15. Management of behavioural issues C. Gillberg
  • 16. Health/education/social services - a combined approach K. Whitmore

'An excellent review of a large body of literature.' The New England Journal of Medicine

'Essential reading for anyone planning epidemiological research in this area, both to provide information on individual disorders and putative mechanisms, and to demonstrate the difficulties in population ascertainment and the definition of variables to measure.' Paediatric and Perinatal Epidemiology

'I very strongly recommend this book to the range of professionals including community paediatricians who are involved with children with specific learning disorders and their families. It deserves to be widely available as a bench book in Child Development Centres and similar services.' L Rosenbloom, BACCH News

'I found this a thought-provoking and effective overview of a complex field, useful to both clinician and to researcher.' Tom Berney, Child Psychology and Psychiatry

'This comprehensive text contains a depth of diverse information that could assist those who are interested in children with SLDs in providing effective help for those who have or are at risk of developing a specific disorder. It would be of interest to physicians, nurses, social workers, educators, and even some parents. I recommend it especially to those interested in an international understanding and approach to a universal problem.' Catherine D DeAngelis, DMCN

'This illuminating book has the positive and eminently practical theme that 'to consider the causes of specific learning difficulties and to discuss the prevention of such neurodevelopmental disorders' could substantially reduce their incidence and impact. Even in those sentences where the ratio of technical words hitherto unknown to me was high, the sense and educational implications were always clear and strong.' Michael Marland, Heinemann School Management Series