Social and emotional adjustments of learning-disabled children: A review of the issues

Margaret Bruck

doi:10.4324/9780203056738

Social and emotional adjustments of learning-disabled children: A review of the issues

Margaret Bruck

Research output: Chapter in Book/Report/Conference proceeding › Chapter

3 Scopus citations

Abstract

Although learning-disabled children’s academic difficulties are by definition not a direct result of emotional factors, clinicians note behavioral disturbance such as frustration, instability, poor motivation, rebelliousness, anxiety, and aggression that complicate the problems of these children. Children with learning disabilities are also described as showing poor judgment of the moods and feelings of others, being insensitive to social contexts and cues, and talking and acting inappropriately (Lerner, 1981).

Original language	English (US)
Title of host publication	Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities
Publisher	Taylor and Francis
Pages	361-380
Number of pages	20
ISBN (Electronic)	9781136560606
ISBN (Print)	0898596823, 9780898596823
DOIs	https://doi.org/10.4324/9780203056738
State	Published - Jan 1 2013
Externally published	Yes

ASJC Scopus subject areas

Social Sciences(all)

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10.4324/9780203056738

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Social and emotional adjustments of learning-disabled children: A review of the issues

Abstract

ASJC Scopus subject areas

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