Perceptuo-motor Difficulties Theory and strategies to help children, adolescents and adults

In the early years of this century a syndrome manifested by perceptuo-motor difficulties was described. During succeeding years further references were made to such a syndrome. In the first half of this century, however, children who suffered from such difficulties received little acknowledgement of...

Full description

Bibliographic Details
Main Author: Penso, Dorothy E.
Format: eBook
Language:English
Published: New York, NY Springer US 1993, 1993
Edition:1st ed. 1993
Series:Therapy in Practice Series
Subjects:
Online Access:
Collection: Springer Book Archives -2004 - Collection details see MPG.ReNa
LEADER 02503nmm a2200253 u 4500
001 EB001883621
003 EBX01000000000000001046988
005 00000000000000.0
007 cr|||||||||||||||||||||
008 191115 ||| eng
020 |a 9781489930576 
100 1 |a Penso, Dorothy E. 
245 0 0 |a Perceptuo-motor Difficulties  |h Elektronische Ressource  |b Theory and strategies to help children, adolescents and adults  |c by Dorothy E. Penso 
250 |a 1st ed. 1993 
260 |a New York, NY  |b Springer US  |c 1993, 1993 
300 |a XI, 167 p  |b online resource 
653 |a Pharmacology 
653 |a Pharmacology/Toxicology 
041 0 7 |a eng  |2 ISO 639-2 
989 |b SBA  |a Springer Book Archives -2004 
490 0 |a Therapy in Practice Series 
856 4 0 |u https://doi.org/10.1007/978-1-4899-3057-6?nosfx=y  |x Verlag  |3 Volltext 
082 0 |a 615 
520 |a In the early years of this century a syndrome manifested by perceptuo-motor difficulties was described. During succeeding years further references were made to such a syndrome. In the first half of this century, however, children who suffered from such difficulties received little acknowledgement of their problems; few were neurologically assessed or offered remedia­ tion. Many school teachers were unaware of the existence of such problems and so were unable to make allowances for the gross and fine motor difficulties and perceptual problems encountered by some pupils during the course of the school day. Although many of these children were of average, and some of above average, ability, they were regarded as having little academic potential. Some were regarded as being 'educationally subnormal', a term applied at that time, because of perceptual problems which impaired reading ability and motor difficulties which affected their handwriting. It was not until the 1960s that interest in the difficulties experienced by these children began to gather momentum. Paediatricians, therapists, teachers and psychologists became involved in research, assessment and treatment. Children began to be handled more sympathetically in school. Parents learned of the existence of such difficulties and sought help for their affected children. Today medics, paramedics and educationalists are consulting each other, sharing knowledge and expertise to the advantage of children with perceptuo­ motor difficulties. Some problems resolve with maturity, though a proportion of these children have difficulties which persist into adolescence