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Article |

Square Pegs, Round Holes.

WILLIAM G. KENNEY, MD
Am J Dis Child. 1974;127(4):606-607. doi:10.1001/archpedi.1974.02110230152041.
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ABSTRACT

The protagonist in this volume is the learning-disabled child. The author classifies this disability as a product of minimal brain dysfunction, and proceeds on the premise that this condition is a "chemical imbalance," and thus subject to improvement through utilization of certain medications.

Dr. Levy has undertaken the ambitious task of directing his efforts at a heterogeneous audience consisting of a difficult triumvirate, parents, teachers, and physicians.

To paraphrase the foreword, his book represents an appeal from medicine to pedagogy to recognize and accept a group of children heretofore misunderstood and consequently mismanaged. These children referred to are those with specific learning disabilities and minimal brain dysfunction.

Part 1 conceptualizes the specific learning disability and traces the natural history of the learning-disabled child with a functional, symptomatic, and developmental emphasis.

Part 2 deals with the following sextet of common misconceptions that interfere with appropriate management and early intervention for these

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