Learning Mystique

During the past two decades, children who fail to master their early grade-level work have been diagnosed as ""learning disabled'' because of ``minimal neurological dysfunctions.'' A vast subcultureresearch programs, professional papers, etc.supported by educators, psychologists and doctors has developed to provide treatment and remediation for the inexplicable conditions. Yet, as Coles points out in this important critique, there is little concrete, scientific evidence to prove the condition exists as described. By proposing an alternative theory, one that focuses on a variety of social and familial relationships experienced by children, as well as individual neurological differences that are not necessarily dysfunctions, Coles challenges the educational establishment. His findings must be considered by educators and others concerned about children who fail to thrive in the classroom. Coles is professor of clinical psychology at the Robert Wood Johnson (formerly Rutgers) Medical School in New Jersey. (January 11)