By Jessie Francis-Williams

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Extra resources for Children with Specific Learning Difficulties. The Effect of Neurodevelopmental Learning Disorders on Children of Normal Intelligence

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The most difficult level, IVc, in which size and form are varied while colour is held con­ stant, is illustrated in Plate 2a-f. She found this very much more difficult and at first put them all in one pile, saying they were all the same because they were all white. Encouraged to try again, she managed it, making thoughtful observations as she accom­ plished the task, ending in a note of triumph. This test has been used at the four-year psychological examina­ tion of the children in the American Collaborative Study of Cerebral Palsy, Mental Retardation and other neurological and sensory disorders of infancy and childhood.

Tn O — 0-793 0-765 Depen­ dency — 0-939 — Concentra­ Co­ tion operation m > o > 7S TABLE 4. D. D. S. 0-001 0-001 > P > 002 > P > 0-002 0-001 0-001 0-001 2; o Ti 70 m I m O X o o r o X r σ 5ö m 2: u> 54 CHILDREN WITH SPECIFIC LEARNING DIFFICULTIES Table 5 shows the social class distribution of the children studied. The groups differ in the direction of social deprivation among the cases. This was inevitable, since most of the 3-year-olds and a few of the 4-year-old cases were drawn from children born in Guy's Hospital and followed up there and they comprised children who were living within a three-mile radius of Guy's, which is mainly a working-class district of East End London.

Go for a ride in ? " Figures 2a, b and c illustrate these. By not requiring speech for the verbal comprehension scales, verbal comprehension can be assessed completely separately from expressive language. This is a useful distinction for purposes of assessing the language development of the young child. The test has also been constructed with problems of testing severely handicapped children in mind. For the most difficult level, the test situations, while still presented with toy objects, require some kind of judgement of the situation.

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