Offers a thoroughly revised, comprehensive A to Z compilation of authoritative information on the education of those with special needs.

An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.

Neurobiology of Disease is aimed at any basic scientist or clinician scientist teaching a course or conducting research on the basic science underlying the major neurological diseases. It provides an excellent overview of cutting-edge research on the fundamental disorders of the nervous system, including physiological and molecular aspects of dysfunction. The major categories of neurological disease are covered, and the chapters provide specific information about particular diseases exemplifying each of these categories. Sufficient clinical information is included to put into perspective the basic mechanisms discussed. The book assembles a world-class team of section editors and chapters written by acknowledged experts in their respective fields. - Provides cutting edge information about fundamental mechanisms underlying neurological diseases - Amply supplied with tables, illustrations and references - Includes supporting clinical information putting the mechanisms of disease into perspective

Research on the development on written language and literacy is inherently multidisciplinary. In this book, leading researchers studying brain, cognition and behavior, come together in revealing how children develop written language and literacy, why they may experience difficulties, and which interventions may help those who struggle. Each chapter provides an overview of a specific area of expertise, focusing on typical and atypical development, providing steps for future research, and discussing practical implications of the work. The book covers areas of bilingualism, dyslexia, reading comprehension, learning to read, atypical populations, intervention, and new media. Thus, the book presents a comprehensive overview of the current state of affairs in this field of research. The various book chapters have been written by researchers who all have collaborated at some point in their careers with Ludo Verhoeven, whose research sets the example for the importance of crossing disciplinary borders to research to take the next, important steps. The combination of the research in this book sets the stage for future research that connects various fields, and hopes to inspire anyone interested in the development of written language and literacy.

How independent are different cognitive skills during development? Is the modularity seen in the studies of adult neuropsychology disorders mirrored by modularity in development? Are developmental neuropsychological disorders explicable against cognitive models? What restrictions are there to developmental plasticity? How many routes are there to competence? Is there a single developmental pathway? What do disorders of cognitive development tell us about normal developmental processes? These are some of the questions addressed by this text. In certain cognitive domains, such as the analysis of reading and spelling disorders, the field is well developed, with extensive studies of the development of dyslexias and dysgraphias. In other areas, such as the analysis of perceptual spatial disorders, pertinant studies are beginning, as in the analysis of developmental face recognition disorders, and the exploration of spatial disorders of Williams' syndrome. In these areas, interesting routes for future inquiry are also evident. The text of this book is organized around seven key cognitive areas, within which the developmental disorders are addressed in turn: language, memory, perception, reading, spelling, arithmetic and executive skills. The first three of this list may be considered the core areas of cognition; the second three involve specific cultural transmission in their acquisition; and the third, concerns higher order processes. The major emphasis of the text is upon developmental rather than acquired disorders. Throughout, case studies are used to convey an impression of the cases themselves, and to illustrate how dissociations in performance are displayed.

Neuroscience is one of the scientific fields where progress in the 20th century has been spectacular. With the coming of the new millennium, it is appropriate to look at some of the advances and the neurologists who helped to produce them. The original contributions in this volume reflect the background against which the rapid advances have taken place in the past 100 years. Sample Chapter(s). Chapter 1: SIR CHARLES SHERRINGTON, O. M., P. R. S. (1857-1952) (87 KB). Contents: Sir Charles Sherrington OM, PRS (1857OCo1952) (W C Gibson); Henry Head (1861OCo1940) (C Gardner-Thorpe); The British Contribution to Aphasiology (K Poeck); The Concept of Hemispheric Lateralisation (J Stein); James Hinshelwood (1859OCo1919) and Developmental Dyslexia (W M H Behan); Wilfred Harris (1869OCo1960) (E Nieman); Sir Gordon Holmes (1876OCo1965) (W Penfield); Sir Gordon Holmes: A Personal Reminiscence (M Critchley); Gordon Holmes' Work on Sensation and His Association with Henry Head (R Henson); Looking and Seeing OCo Gordon Holmes' 1936 John Mallet Purser Lecture Revisited (C Kennard); Kinnier Wilson (1878OCo1937) and His Books (B Ashworth & E Jellinek); Movement Disorders (K B Bhattacharyya); Kernicterus (B Corner); The Watershed of Neurosurgery (J R Heron); Sir Victor Horsley (1857OCo1916) Revisited (J Lyons); Neurosurgery in the NineteenOCoTwenties and Thirties (B Lichterman); Neurolathyrism (D F Cohn & D Paleacu); From Treponemes to Prions: The Emergence of British Neuropathology (J Geddes); Mitochondrial Myopathies (H R Cock & A H V Schapira); British and American Neurologists Meet: London, 1927 (M Flye & J Toole); The Influence of British Neurology on Harvard Neurology and Vice Versa (H R Tyler). Readership: Neurologists and medical historians."