T. V. Akhutina, Tatiana V. Akhutina, Natalia M. Pylaeva

Overcoming Learning Disabilities

• Gebundenes Buch

Produktbeschreibung

Based on the ideas of Russian psychologists Lev Vygotsky and Alexander Luria, this book explores methods of preventing or overcoming learning disabilities. Tatiana V. Akhutina and Natalia M. Pylaeva build on Vygotsky and Luria's sociocultural theory and their principle of a systemic structure and dynamic organization of higher mental functions. They focus on the interactive scaffolding of the weak components of the child's functional systems, the transition from joint child-adult co-actions, and the emotional involvement of the child. The authors discuss effective ways to remediate issues with attention, executive functions (working memory and cognitive control) and spatial and visual-verbal functions. Overcoming Learning Disabilities translates complex problems into easily understandable concepts useful to school psychologists, special and general education teachers, and parents of children with learning disabilities.

Produktdetails

• Verlag: Cambridge University Press
• Seitenzahl: 318
• Erscheinungstermin: 1. Mai 2012
• Englisch
• Abmessung: 235mm x 157mm x 22mm
• Gewicht: 613g
• ISBN-13: 9781107013889
• ISBN-10: 1107013887
• Artikelnr.: 34753030

Autorenporträt

Tatiana V. Akhutina is the head of the Laboratory of Neuropsychology at Lomonosov Moscow State University, and head of the Laboratory of Learning Disabilities at Moscow State University of Psychology and Education. She has published in Russian, English, Spanish, Finnish and German. In 2003 the Journal of Russian and East European Psychology dedicated a special issue to her research on psychology of language and neuropsychology.

Inhaltsangabe

Part I. General Issues in Development and Remediation of Higher Mental
Functions: 1. Neuropsychology of individual differences in children as the
foundation for the application of neuropsychological methods at school; 2.
Methodology of neuropsychological intervention in children with uneven
development of mental functions; 3. What psychologists, teachers, and
parents need to know about children with learning disabilities; 4.
Neuropsychological support of remedial and developing education; 5.
Neuropsychological approach to development of health preserving educational
techniques; Part II. Methods of Development and Remediation of Executive
Functions: 6. Organization of joint activity; 7. The 'School of Attention'
method - approbation and pilot study of effectiveness; 8. Modified
psychological methods to facilitate development of the executive functions;
9. Numerical sequences in the remedial work with the 4th-graders; 10. The
role of the analysis of the zone of proximal development in the course of
remediation of executive functions: an example; Part III. Methods of
Developing Visual-Verbal Functions: 11. Remediation of visual-verbal
functions in 5-7 year old children; 12. Perceptual modeling in
visual-verbal functions development; Part IV. Methods of Developing
Visual-Spatial Functions: 13. Development of visual-spatial functions; 14.
'Construct the figure' methods in assessment and remediation of
visual-spatial functions; 15. The use of construction methods to develop
spatial functions; 16. Table and computer games to improve spatial
functions in children with cerebral palsy; 17. Directions of intervention
for developing visual-spatial functions to prepare children for school; 18.
Neuropsychologist-teacher collaboration in designing a 'numbers'
composition' manual; 19. On visual spatial dysgraphia: neuropsychological
analysis and methods of remediation; Part V. Neuropsychological
Interventions in Children with Severe Developmental Delay: 20. 'Tracking
diagnostics' methods: Case 1. Predominant delay in the development of
programming and control functions (unit III); Case 2. Predominant delay in
the development of information processing functions (unit II); Case 3.
Predominant delay in the development of energy support functions (unit I).