TY  - BOOK
AU  - Macht,Joel
ED  - SpringerLink (Online service)
TI  - The Medicalization of America's Schools: Challenging the Concept of Educational Disabilities 
SN  - 9783319629742
AV  - BF721-723 
U1  - 155.4 23
PY  - 2017///
CY  - Cham
PB  - Springer International Publishing, Imprint: Palgrave Macmillan
KW  - Psychology
KW  - Educational psychology
KW  - Education
KW  - Child psychology
KW  - School psychology
KW  - Developmental psychology
KW  - Child and School Psychology
KW  - Developmental Psychology
KW  - Educational Psychology
N1  - 1. From Differences to Disabilities -- 2. Disability Identification -- 3. Learning Disabilities -- 4. ADHD -- 5. Active Intervention -- 6. Diversity and the Common Core
N2  - This book challenges the validity of ADHD, learning disabilities, and dyslexia as meaningful special education categories, while it critically examines the misplaced medical model from which they're derived. The book asserts that the presumption that these disabilities cause school-related problems distracts from an active search for identifiable factors within a child's classroom that create and maintain responsibility for a child's underachievement and disruptive behavior. This futile effort to name a disability wastes precious time while the unattended youngster waits for assistance. When ultimately the disability is named, it provides no functional information that translates to effective strategies. The book exposes the school-based medical model's weaknesses, and reveals educational disabilities' altogether misunderstood structure, pointing out that ADHD and LD are not disabilities that a child has, but weak constructs that poorly describe each child's uniqueness. Finally, it provides an alternative model built on a child's strengths not his deficiencies, and it presents strategies that advance those strengths. The book emphasizes the positive outcomes when children experience school-related success, specifically their gained self-assurance. They make better choices, they become self-directed, and they experience the sustaining joy from learning and their own achievement. 
UR  - https://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-3-319-62974-2
ER  -