The last few years has shown great advances in HIV/AIDS treatments. As a result, many HIV/AIDS infected children are living longer and attending school. Educational and psychological professionals will need to understand all of the factors influencing the developmental trajectory of HIV/AIDS infection in children to be able to accommodate their overall needs. With this aim in mind, the present article reviews pertinent American and Canadian research regarding the neurological and psychosocial implications of pædiatric HIV/AIDS. Suggestions regarding directions for future research in these areas is also offered.
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