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

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationHandbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities
PublisherTaylor and Francis
Pages361-380
Number of pages20
ISBN (Electronic)9781136560606
ISBN (Print)0898596823, 9780898596823
DOIs
StatePublished - Jan 1 2013
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Bruck, M. (2013). Social and emotional adjustments of learning-disabled children: A review of the issues. In Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities (pp. 361-380). Taylor and Francis. https://doi.org/10.4324/9780203056738