A Neuropsychological Approach to Learning Disorders

Abstract

A proposal is made to integrate neurological, psychological and educational knowledge in the diagnostic understanding and educational planning of children with learning disorders. In the past, in almost all cases only behavioral cues have been used to guide teachers, even teachers of children suffering from various types of neurological and cerebral dysfunctions. It is argued that teachers of special classes can no longer ignore or avoid an understanding of the neurological aspects of the children they teach with the claim that this knowledge is irrelevant or unimportant to their task. A brief description is presented of how this proposed method operates in the Neuropsychology Laboratory at the University of Victoria.