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Titolo:
Self-organization and learning disabilities: A theoretical perspective forthe interpretation and understanding of dysfunction
Autore:
Zera, DA; Lucian, DG;
Indirizzi:
Fairfield Univ, Dept Psychol & Special Educ, Fairfield, CT 06430 USA Fairfield Univ Fairfield CT USA 06430 ecial Educ, Fairfield, CT 06430 USA
Titolo Testata:
LEARNING DISABILITY QUARTERLY
fascicolo: 2, volume: 24, anno: 2001,
pagine: 107 - 118
SICI:
0731-9487(200121)24:2<107:SALDAT>2.0.ZU;2-R
Fonte:
ISI
Lingua:
ENG
Soggetto:
CROWDING HYPOTHESIS; EXECUTIVE FUNCTIONS; FRONTAL LOBES; NEUROPSYCHOLOGY; DEFINITION; DISORDERS; LANGUAGE; CHILDREN; MEMORY; ATTENTION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
96
Recensione:
Indirizzi per estratti:
Indirizzo: Zera, DA Fairfield Univ, Dept Psychol & Special Educ, 1073 N Benson, Fairfield, CT 06430 USA Fairfield Univ 1073 N Benson Fairfield CT USA 06430 CT 06430 USA
Citazione:
D.A. Zera e D.G. Lucian, "Self-organization and learning disabilities: A theoretical perspective forthe interpretation and understanding of dysfunction", LEARN DISAB, 24(2), 2001, pp. 107-118

Abstract

Central nervous system dysfunction is common to most definitions of learning disabilities (i.e., the Individuals with Disabilities Education Act, P.L. 101-476 (IDEA), the National joint Committee on Learning Disabilities (NJCLD), the Interagency Committee on Learning Disabilities (ICLD)), although not always explicitly stated. Yet, many practitioners and diagnosticians oflearning disabilities (LD) do not have a sufficiently comprehensive understanding of the neurological system to be able to interpret disabling conditions from this view. "Specific" learning disability may be an erroneous concept when one considers the underlying dynamic and recursive interactions within the neurological system. A self-organizing systems (SOS) perspective offers a comprehensive framework for understanding and interpreting the complexity of LD and suggests that classification schema tend to undermine thecomplex nature of the learning disorder. In this article, self-organizing systems principles are explained, and research is reviewed concerning reading and math disabilities and the roles of language, attention, working memory and executive functioning as they relate to LD. Assessment practices arealso considered in light of conceptualizing learning disabilities from a self-organizing systems framework.

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Documento generato il 05/04/20 alle ore 06:52:41