Developmental-disabilities Books

I had Hydrocephalus when I was younger. (17) I am now 40. Could you please tell me how I could obtain an updated Glasgow Scale. And have there been any changes in Ventricular Shunts?

Burton Blatt, a native of New York City, earned his bachelor's degree at New York University, an MA at Teachers College Columbia University, and an EdD from Pennsylvania State University. While studying he was also teaching mentally retarded children. He became known nationally and internationally as an advocate for the rights of mentally retarded people. Friends who knew him best speak of him as a mentor and guide, as a teacher. Dr. Blatt was the author of 291 articles and books. He rose to national attention with the publication of Christmas in Purgatory in 1966, an expose of conditions in institutions for mentally retarded persons. He sent copies to all members of Congress. President Johnson called him requesting extra copies. In January of 1985, shortly after completing the manuscript for this book Burton Blatt died at the age of 57. Professionals in these fields and disabled people everywhere lost a true friend. His compassion and wisdom, however, live on in this book.

From start to finish, the author's provide a wealth of information necessary for the care of this unique population. From sexuality to genetic influences, the issues are current and insightful. A must have reference for all nurses working in the field of intellectual and developmental disabilities nursing

This book clearly shows Ms. Balls' knowledge and experience in this field, and unlike many other titles, is written absolutely with the parent/carer in mind. There is no jargon, just pages of common sense approaches that apply not just to children who fall within the diagnosis of DCD, but for many other children who struggle to concentrate, sit still or just take part with their peers. It should be read, not just by parents, but by all child carers who are interested in providing the best possible care for the children they work with.

Let me say first that I am not a member of a Catholic church, being born and raised in protestant congregations. But when it comes to finding ways to include and worship congregants with developmental disabilities, the Catholic Church is way ahead of other denominations. This book is an amazing work of grace for people like my son, who may never understand the sacraments on the same level as those without DD. The authors lead us through a very healing study of why we need to include these souls BECAUSE of--and not simply "in spite of"--their differences. Any member of any congregation who is considering how to include people with cognitive issues would do well (and be blessed) by a reading of this work.

I was a bit concerned about the less than inspired title, and thought it might be too dry and "discertation-like" a read, but found it to be readable, moving, and life-changing. I only hope I can encourage enough others to read it, that it will make a difference in my congregation. It's a shame that this book was written in 1994, and the people of God don't seem to be any further along in learning how to love and include persons with disabilities.

I highly recommend this book. I know it can be hard to come by, and might cost a fair premium, but believe that it is worth every penny.

In exhaustive research over a three-year period, psychiatrist Cantwell, linguist Baker and colleagues, including Howard Grey, Ph.D. Richard Mattison, M.D. and Beth Phillips, M.A. looked at the rarely considered incidence of psychiatric disorders in children with speech and language disorders. That study, conducted at Community Speech and Hearing Center in Tarzana, California contributed a great deal to the authors' understanding of factors affecting the development of speech and language in the young child. Too often, texts dealing with speech and language acquisition reflect a narrow educationally-based developmental focus without consideration of the impact of psychoemotional, biochemical, or neurological forces. This text is highly recommended for developmental teachers, theorists and therapists seeking such a comprehensive orientation.

I am a student of child development and education, Mallory and New's book has pushed my thinking about diversity (in culture, ability, etc..) to a more critical, deeper level. The articles in the book, written in response to NAEYC's publication "Developmentally Appropriate Practices in Early Childhood Programs" examines developmental, program, and theoretical perspectives. It challenges our way of thinking about children's development and the ways in which we support their development.

The authors of this slim, highly-readable, and informative volume are themselves researchers in this field. The major point of the book is to present their own comprehensive model of the cognitive underpinnings of reading disorders. In the process, they also cover previous theories and give a broad summary of the research to date.

They should be commended for the structure of their book, which not only includes numbered section headings and summaries, but also forward references at the ends of chapters to connect the material just covered to material in later chapters. Their theoretical model and extensive research on that model appeared to me to be useful for both researchers and clinicians. For those in the field, they attempt to go beyond the phonological-processing model and the dual-deficit model (phonological processing plus speed of processing), to present an integrated model of how problems with automatizing many tasks, including motor skills, may lead to most of the problems observed in reading disability.

Those who work with learning disabled children and adults will find this a lucid, comprehensive, and current update on the state of research in this complex area. Some family members or other interested non-professionals may also find it interesting or enlightening (although it is primarily aimed at professional psychologists and specialists in learning disabilities), because it is so well written.

The book "Educating children with complex conditions" is fast, clear and easy to read. Dittrich & Tutt let you know that a label is not the end of the road and that you can help your child.
More and more children show more than one disorder, including ADHD, autistic spectrum disorders, dyslexia, dyscalculia and dyspraxia. Recent research is integrated and practical suggestions are outlined in this book.
Essential reading for parents and professionals who who have contact with the young, in general. Not surprisingly, the argument is made that what is relevant for children with complex conditions is most useful for children in general, too.
Highly informative and inspirational.

This book gives much needed information on attachment development, emotion regulation problems and interventions for children with ADHD diagnosis as well as other childhood problems.