An incredibly reassuring approach by two physicians who specialize in helping children overcome their difficulties in learning and succeeding in school For parents, teachers, and other professionals seeking practical guidance about ways to help children with learning problems, this book provides a comprehensive look at learning differences ranging from dyslexia to dysgraphia, to attention problems, to giftedness. In The Mislabeled Child, the authors describe how a proper understanding of a child's unique brain-based strengths can be used to overcome many different obstacles to learning. They show how children are often mislabeled with diagnoses that are too broad (ADHD, for instance) or are simply inaccurate. They also explain why medications are often not the best ways to help children who are struggling to learn. The authors guide readers through the morass of commonly used labels and treatments, offering specific suggestions that can be used to help children at school and at home. This book offers extremely empowering information for parents and professionals alike. The Mislabeled Child examines a full spectrum of learning disorders, from dyslexia to giftedness, clarifying the diagnoses and providing resources to help. The Eides explain how a learning disability encompasses more than a behavioral problem; it is also a brain dysfunction that should be treated differently.
دليــــــل الوالدين تتوافر لدى أسر الأطفال الموهوبين مصادر قليلة ذات معلومات موثوقة عن التنشئة السليمة للأطفال الموهوبين؛ لذا فإن مؤلفي الكتاب الأربعة ذوو الخبرة المهنية التي تمتد لعقود في التعامل مع الأطفال الموهوبين وعائلاتهم، يقدمون دليلاً عمليًّا في مجالات عدّة مثل: خصائص الأطفال الموهوبين المثالية وعدم السعادة والاكتئاب العلاقات بين الأقران الدافعية والتحصيل المنخفض العثور على المساعدة المهنية المختصة الشدة والسعي للكمال والتوتر قضايا الإخوة والأخوات التخطيط التربوي هموم تربية الأبناء قضايا الانضباط «لا يوجد دليل مرشد موثوق ورائع ومشوق وشامل مثل هذا، سيصبح هذا الكتاب ـ دون شك ـ الكتاب الواجب قراءته من قبل جميع المربين الذين يواجهون التحديات اليومية المرتبطة بتنشئة الطفل الموهوب». د. ريتشارد اولنتشاك مدير وعالم نفس، معهد بحوث الذكاء المديني - جامعة هيوستن ورئيس سابق، الجمعية الوطنية للأطفال الموهوبين « إنه دليل لا يقدّر بثمن للآباء والأجداد وكل من يحب الطفل الموهوب ومع هذا العدد من الصفحات، فإنه أكثر أهمية وجاذبية من الحاسوب الشخصي». د. رايموند فاولر الرئيس السابق والمدير التنفيذي للجمعية النفسية الأميركية «هذا الكتاب سيكون الدليل المعتمد لآباء الأطفال الموهوبين؛ فهو يغطي بعناوينه الرئيسة الموضوعات الضرورية، ويوفر الكثير من الحكمة والمعلومات الجديدة». د. جان ديفيدسون مشارك في تأسيس معهد دافيدسون لنمو الذكاء وشارك في تأليف كتاب: أفكار النبوغ: كيف نوقف استنزاف عقولنا اللامعة. العبيكان للنشر
“One of the finest and most helpful books we have ever read . . . should be the first stop for any parent trying to help a struggling child.” —Brock Eide and Fernette Eide, authors of The Mislabeled Child Finally, a positive approach designed around your child’s traits and needs Many children do things that seem odd, troubling, or excessive at some point in their development, and our culture is quick to attach a label to every child who’s “outside the box” or hard to raise. Again and again, studies document the explosion in the number of children receiving psychiatric diagnoses for being intense, moody, or offbeat. In this groundbreaking book, childhood development expert Barbara Probst provides a new framework for identifying the specific traits—like rigidity, curiosity, perfectionism, intensity, slow tempo, a need for novelty, or a need for control—that lie at the root of your child’s challenging behavior. When the Labels Don’t Fit features a questionnaire for profiling your child’s temperament and more than sixty strategies for dealing with specific kinds of behavior. It’s the first comprehensive system that’s not based on figuring out what’s “wrong” with your child, but on helping you tap into your child’s strengths so you can manage, nurture, and enjoy his or her essential nature. From the Trade Paperback edition.
Formerly titled Empowering Gifted Minds: Educational Advocacy That Works, this double award-winning book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child's abilities to provide reasonable educational options year by year. This book provides imperative information on testing considerations, curriculum, successful programs, and planning your child's education. It is truly an essential guide.
In Accidental Intolerance, Susan Hawthorne argues that in the past few decades, our medical, scientific, and social approaches to ADHD have jointly -- but unintentionally-reinforced intolerance of ADHD-- diagnosed people. We have packed social values, such as interests in efficiency and productivity, into science and medicine. In turn, scientific results and medical practice reinforce the social values, and stigmatize those considered "disordered." Overreliance on the DSM model of ADHD contributes to this process; it may also slow the growth in our knowledge of mental health. Yet many of our current practices are optional. For ethical, practical, and scientific reasons, then, Hawthorne argues that those involved with ADHD-including clinicians, scientists, educators, parents, policy-makers, and diagnosed individuals-need to examine and change the attitudes, concepts, and practices typical of today's approaches. To make this case, Hawthorne examines both standard practices and ongoing controversies in medical, scientific, and social approaches to ADHD, showing why professionals in each setting have chosen the practices and concepts they have. She then explains how the varying approaches influence one another, and how we might interrupt the pattern. Shared goals-decreasing stigmatization, providing new options for diagnosed people, and increasing knowledge-can drive the much-needed change. Adopting inclusive, responsive decision making in all areas of practice will foster it. "Susan Hawthorne offers us a multifaceted, sensitive (and sensible) study of the emergence of ADHD as a distinct diagnostic condition in the last decade or so. Carefully analyzing the research from different disciplines and orientations, as well as the reports of experience of those so diagnosed and their families, she uncovers the ways in which values and factual findings from many directions have interacted to shape this psychiatric category. She concludes with recommendations intended to improve the scientific and clinical understanding of the phenomenon as well as the experience of ADHD-diagnosed individuals. An excellent contribution to contemporary science studies." - Helen Longino, Stanford University
Two neurolearning experts reveal the hidden benefits of having a dyslexic brain. In this paradigm-shifting book, neurolearning experts Drs. Brock and Fernette Eide describe an exciting new brain science that reveals that dyslexic people have unique brain structure and organization. While the differences are responsible for certain challenges with literacy and reading, the dyslexic brain also gives a predisposition to important skills, and special talents. While dyslexics typically struggle to decode the written word, they often also excel in such areas of reasoning as mechanical (required for architects and surgeons), interconnected (artists and inventors); narrative (novelists and lawyers), and dynamic (scientists and business pioneers). The Dyslexic Advantage provides the first complete portrait of dyslexia.
A leading child psychologist identifies eight essential cognitive skills that every child requires to thrive, including initiation, flexibility, attention, organization, and self-awareness, and offers techniques to enhance each child's capabilities.
In this volume, renowned developmental psychologists and experts in gifted education come together to explore giftedness from early childhood through the elder years. Focusing on the practical implications of emerging theoretical perspectives and empirical findings, contributors examine prediction and measurement, diversity issues, and psychosocial factors as they relate to developing talent in different domains. Is the expression of gifted behavior predictable? Is it a stable individual characteristic? How do race, ethnicity, gender, and culture influence or contribute to the development of gifted and talented behaviors? What sustains the development of giftedness and talent? And how can insights gleaned from the field of gifted education inform the research, policy, and practice of psychologists? These questions are considered at each stage across the life span by an interdisciplinary team of experts. This highly informative volume is a must-read for developmental and educational psychologists, as well as for researchers, educators, and anyone interested in the development of high-level abilities, individual differences, educational policy and practice, and the realization of human potential.