home . search . contact   index by author chronological index

- abstract below

Biological Aspects of Learning Disabilities and Dyslexia

Andrew Barling and Carol Barling

Director/Educational Therapist, California, USA slc@igalaxy.net

Abstract

Learning disabilities, mental retardation, and mental illness are not synonymous. They are not necessarily interrelated. For decades professionals in the mental health, psychological, educational and medical fields, including parents, have attributed learning problems to psychological or emotional origin. This is definitely the case with some. There are other children whose learning capacities are retarded due to low cognitive abilities, but in other cases neither condition applies. Often this erroneous idea prevails because when a learning or academic problem is discovered the child and his/her parents are directly referred to a school psychologist. This pecking order is due to the false assumption of society that it is a condition of behavior or the environment that has caused such interruption in the student's academic progress. This drama of heightened misunderstandings is quite real in the lives of parents whose children are mistakenly diagnosed. This workshop is to enlighten attendees on the reality of specific learning disabilities and dyslexia. Neurological, behavioural, resiliency and academic perspectives and practices from research will be addressed.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

home . search . contact . index by author . chronological index