ABSTRACT
Learning disabilities are most appropriately viewed from a neuropsychological perspective. This perspective is consistent with the history of over a century of clinical and experimental reports and with accepted definitions of learning disabilities, which typically tie these disabilities to central nervous system dysfunction. This chapter examines the normal process of brain ontogeny and associated variability in the brains of individuals with reading disabilities, the most common of all learning disabilities. It considers definitional and diagnostic issues and procedures and associated principles relevant to effective remediation. The chapter briefly comments on the neuropsychological perspective as it relates to others noted in the literature. Neuropsychological assessment is rarely included in a standard psychoeducational evaluation. Implementation of neuropsychological assessment results, therefore, typically takes the form of a complement to traditional methods wherein the school psychologist acts as a consultant and liaison for professionals from the educational and medical communities.
