While the first edition was well received critically on its publication in 1987 and frequently reprinted, Barbara Cordoni now offers a new edition of Living with a Learning Disability revised in light of readers’ suggestions, which often began with the question, “How long have you been living in my house?” Countless people with learning disabilities and their families shared their experiences with Cordoni, who has made their pain, hope, and success part of her new book.
In the intensity of their efforts to address the specific learning disabilities of their children, parents and teachers can forget that people with learning disabilities must also learn daily living skills. L.D. people are often limited in their ability to acquire those behavioral and verbal skills that we all must learn and that we are rarely consciously taught. Drawing on decades of research, teaching, and the parenting of her L.D. son and daughter, Cordoni presents techniques, counsel, and case studies to guide counselors, teachers, and parents in their efforts to assist their L.D. person.
4.0 out of 5 starsGood presentation of non-academic aspects of LD, January 5, 1997
By A Customer
This review is from: Living with a Learning Disability, Revised Edition (Paperback)
Cordoni wrote from the perspective of her job as coordinator of a support program for LD students at Southern Illinois University. The students she describes are college undergraduates. Target audience: parents and anyone who works with LD students.
Dr. Cordoni addresses what she calls the "social skills" deficits of LD college students. In fact, the book deals with certain personality traits that seem to accompany LD; their effects on the LD student's social interactions with others; and what the student and his family, friends and educators can do about them. What can and should be done about undesirable behavior is emphasized throughout the book. Some behaviors (e.g.insensitivity to body language) appear to be symptoms of LD. Others (e.g. unwillingness to accept responsibility) may develop as defense mechanisms. Regardless of the causes, Cordoni believes: (1) that the student is often unaware of it; (2) that the student can be made aware of the behavior so that he can correct it; and (3) that tutors and parents have the responsibility to address and correct these problems.
There is little discussion of younger students; what there is, is provided by Cordoni's observation of her own children.
Reviewed by Stowe Davison
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