Bateman, Barbara D. Interpretation of the 1964 Illinois Test of ...
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BOOK
NOTES
AND
REVIEWS
LEARNING DISABILITIES
MYKLEBUST, HELMER R. (Ed.)
Progress
in
Learning Disabilities,
Vol.
1.
New York:
Grune
&
Stratton,
1968, 273
p.,
$12.50.
NASH, RALPH
J.
and
PFEFFER,
JUDITH.
A
Guide to a Special Class Program
for
Children with Learning Disabilities.
New Jersey Association for Brain Injured
Children,
61
Lincoln Street, East Orange, New Jersey,
1968,59
p.,
$2.25
(paper).
BARSCH, RAY
H.
Achieving Perceptual-Motor Eficiency.
A
Space-Oriented Approach
to Learning.
(Vol.
1
of a Perceptual-Motor Curriculum) Seattle: Special Child
Publications,
1967, 365
p.,
$10.00.
BATEMAN, BARBARA
D.
Interpretation
of
the
1964
Illinois Test
of
Psycholinguistic
Abilities.
Seattle: Special Child Publications,
1968, 108
p.,
$3.00
(paper).
MALLINSON, RUTH.
Education as Therapy. Suggestions
for
Work With Neurologically
Impaired Children.
Seattle: Special Child Publications,
1968, 166
p.,
$3.50
ROSENBEHG,
MARSHALL B.
Diagnostic Teaching.
Seattle
:
Special Child Publica-
tions,
1968, 125
p.,
$3.50
(paper).
HELLMUTH,
JEHOME
(Ed.
Learning Disorders,
Vols.
1
and
2.
Vol.
1.
Educational
Therapy.
(Paperback reprints of
1965
publications.) Seattle
:
Special Child
Publications,
$4.85
each.
Myklebust.
“It
is assumed that some children do not learn normally, even
though they have no impairment of hearing or vision, are not emotionally disturbed
or cerebral palsied, and are of average intelligence. Moreover it is recognized that
when children have these integrities and adequate opportunity for learning, their
deficiency may be explained by a dysfunction of the brain.” Thus Myklebust
(Institute for Language Disorders, Northwestern University), in the introductory
definitional and overview chapter to his important “Progress” volume, identifies
this multidisciplinary new area of specialization, of
“psycho-neurological learning
disabilities.”
Diagnosis and classification of these children involves three criteria: generalized
integrity, a deficit in learning, and
a
brain dysfunction. The first of these implies
that the capacity for learning is intact, while the second has been extensively
demonstrated in a variety of types of deficiencies. Brain dysfunction has been most
difficult to establish diagnostically and is the focus
of
much of the
progress
reported
in the nine substantive contributions from pediatric neurology, child psychiatry,
developmental psychology, ophthalmology, neurology, electroencephalography,
speech, and language pathology, that comprise the remainder of the book.
With regard to the extensive new evidence presented here on the “psycho-
neurology of learning,” Myklebust’s concluding remark illustrates not only the tone
of this volume, but also the posture
of
the enthusiastic workers in this field:
“No
longer
can
it
be said that, in studying learning, we are not studying brain function
(paper).
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