Neuropsychological Implications for Teaching the Learning Disabled

Abstract

Since the early seventies many advances have been made in our understanding of brain-behavior relationships in children. Much of this knowledge can be attributed largely to the development of sophisticated research techniques and methodologies. The result of this research has led primarily to more reliable assessment and evaluation procedures that differentially diagnose neuropsychologically-based learning problems from those learning problems due to other factors. This special section on neuropsychology was developed from our recognition that the provision of appropriate education services to children with learning disorders must incorporate the recent insights gained about neuropsychological functioning. Only through the integration of behavioral, educational, and neuropsychological knowledge will children with learning problems be given the opportunity to achieve to their maximum capability in the classroom. In planning the contents of this special section for the journal of Learning Disabilities, our intent was to provide the reader with a neuropsychological perspective on educational, assessment, and intervention issues related to the teaching of learning-disabled children. Specifically, Gaddes discusses the neuropsychological theory of behavior and provides a rationale for the importance and validity of including a neuropsychological perspective in education diagnosis and treatment of learning disabilities. Obrzut and Hynd provide neurobiological and psychophysiological evidence as validity of how neurodevelopmental deficits contribute to learning disorders in children. Hartlage and Telzrow discuss how assessment data which derive a profile of neuropsychological strengths and weaknesses can be utilized as the basis for individualizing instructional programs for learning-disabled children. Fisk and Rourke provide evidence that demonstrates the reliability and internal validity for the classification of homogeneous subtypes of learning-disabled children with respect to their patterns of neuropsychological abilities and deficits. Obrzut and Hynd conclude the feature by suggesting that professionals with a neuropsychologial perspective working within an educational environment can provide a more fruitful integration of behavioral and educational data, as well as more appropriate and relevant educational intervention.