Children with Learning Disabilities

Provides an account of the social cognitive development of children with learning disabilities and discusses ways in which this might be related to their social adjustment. The book provides an overview of research in this area and, with the use of various models, examines aspects of social functioning. Applications of research to educational and other more general settings are discussed, as are implications for the design of intervention strategies. 1. Social functioning and adjustment.

2. The school as a context for social development.

3. Social perception: recognition of person and contextual cues.

4. Social cognitive functioning.

5. Behavioural dynamics associated with social adjustment.

6. Social cognition, behaviour and adjustment.

7. Theory, applied research and intervention strategies.

'... The book is well disciplined in its structure and is able to separate subjects for the purpose of focused explication without losing sight of the interconnections with the subjects tackled elsewhere. The information provided is of interest to anyone who comes into contact with children with learning difficulties. Students, as well as professionals such as teachers, social workers, therapists and researchers will find the research described here, and Nabuzoka's discussion of it a source of useful information and an instrument for change.'

Rosemary Wright, Curriculum Leader, Entry Level Provision, Macclesfield College, Cheshire, UK.

Dr Dabie Nabuzoka is Senior Lecturer in Psychology at Sheffield Hallam University, Sheffield, UK. He has conducted research on the social functioning of children with disabilities especially in the context of integrated mainstream schools in the UK and Zambia. This book provides an account of the social cognitive development of children with learning disabilities and discusses ways in which this might be related to their social adjustment. Research shows that children with learning disabilities may experience social and emotional as well as cognitive difficulties. The book provides an overview of research in this area and, with the use of various models, examines aspects of social functioning. Applications of research to educational and other more general settings are discussed, as are implications for the design of intervention strategies.