Understanding Neurocognitive Developmental Disorders Can Improve Education for All

被引：110

作者：

Butterworth, Brian ^{[1
,2
,3
]}

Kovas, Yulia ^{[3
,4
,5
]}

机构：

[1] UCL, Inst Cognit Neurosci, London WC1N 3AR, England

[2] IRCCS Osped San Camillo, Venice, Italy

[3] Univ Melbourne, Melbourne Sch Psychol Sci, Melbourne, Vic, Australia

[4] Tomsk State Univ, Dept Psychol, Tomsk 634050, Russia

[5] Univ London, Dept Psychol, London, England

来源：

SCIENCE | 2013年 / 340卷 / 6130期

关键词：

DYSLEXIA; BRAIN; DYSCALCULIA; LANGUAGE; CHILDREN; ADHD; NEUROSCIENCE; IMPAIRMENTS; DEFICIT;

D O I：

10.1126/science.1231022

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

070301 [无机化学]; 070403 [天体物理学]; 070507 [自然资源与国土空间规划学]; 090105 [作物生产系统与生态工程];

摘要：

Specific learning disabilities (SLDs) are estimated to affect up to 10% of the population, and they co-occur far more often than would be expected, given their prevalences. We need to understand the complex etiology of SLDs and their co-occurrences in order to underpin the training of teachers, school psychologists, and clinicians, so that they can reliably recognize SLDs and optimize the learning contexts for individual learners.

引用

页码：300 / 305

页数：6

共 45 条

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