The Neurological Study of Children with Learning Disabilities

Abstract

The equating of minimal neurological signs with minimal brain (neuropathological) damage is shown to be untenable in the present state of our knowledge. It is demonstrated that for the neurological examination to be of importance, it must encompass complex behavioral phenomena, as well as study of the classical motor and sensory functions. In the treatment of disturbed communication function, the accent must be away from correction, and directed toward continual development and growth through the available, relatively intact address systems.