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 | |
| State | Published - Jan 1 2013 |
| Externally published | Yes |
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