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