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The Neuropsychology of Learning Disabilities

  • Chapter
The Neuropsychology of Individual Differences

Part of the book series: Perspectives on Individual Differences ((PIDF))

Abstract

The term learning disability was created so that a categorical mechanism could be established by which monies would be made available to provide remedial services for those students who did not qualify for such services under the traditional categories of exceptionality. It probably was never intended to refer to a homogeneous and internally consistent diagnostic entity. The literature on learning disabilities contains innumerable discussions concerning whether learning disabilities exist, and if so, how they are defined and what constitutes an adequate diagnosis. At the heart of these debates, one finds disparate theoretical orientations of various professional groups. The current theories of learning disabilities and the controversies related to its diagnosis, definition, etiology, and remediation have existed in one form or another for almost a century.

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Authors and Affiliations

  1. Department of Neurology, Baylor College of Medicine, Houston, Texas, 77030, USA

    Francis J. Pirozzolo & Walter Harrell

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  1. Francis J. Pirozzolo
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  2. Walter Harrell
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Editors and Affiliations

  1. Department of Neurology, Medical College of Georgia, Augusta, Georgia, USA

    Lawrence C. Hartlage

  2. Cuyahoga Special Education Service Center, Maple Heights, Ohio, USA

    Cathy F. Telzrow

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Pirozzolo, F.J., Harrell, W. (1985). The Neuropsychology of Learning Disabilities. In: Hartlage, L.C., Telzrow, C.F. (eds) The Neuropsychology of Individual Differences. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3484-0_8

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