Abstract
Low-severity handicaps, uneven patterns of development or discordant cognitive styles are being recognized as possible harbingers of disordered learning, difficulties with social interaction and affective disorders during the school years. A range of such subtle dysfunctions have been observed to impair the performance of school-age children. Their effects go beyond the classroom, pervading behavior at home and in the neighborhood, often extending into adolescence and adult life (Poremba, 1975).
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Levine, M.D., Oberklaid, F. (1981). Early Description and Prediction of Developmental Dysfunction in Preschool Children. In: Lewis, M., Taft, L.T. (eds) Developmental Disabilities. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-6314-9_14
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DOI: https://doi.org/10.1007/978-94-011-6314-9_14
Publisher Name: Springer, Dordrecht
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