Spontaneous Cognitive Processes in Handicapped Children

The thinking that began this book arose out of some dissatisfaction with the rela­ tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil­ dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden­ tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted....