000			03073nam a22003735i 4500
999			_c383512 _d383512
001			383512
003			ES-MaUEC
005			20230102122123.0
006			a||||fo|||| 00| 0
007			cr nn 008mamaa
008			171109s2017 sz | s |||| 0|eng d
020			_a9783319629742
024	7		_a10.1007/978-3-319-62974-2 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLC4031 _b2017 EB
100	1		_aMacht, Joel, _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9685080 _d1938-
245	1	4	_aThe Medicalization of America's Schools : _bChallenging the Concept of Educational Disabilities _cby Joel Macht
250			_a1st edition 2017
264		1	_aCham _bSpringer International Publishing _c2017
300			_a1 recurso en línea (X, 243 páginas)
505	0		_a1. From Differences to Disabilities -- 2. Disability Identification -- 3. Learning Disabilities -- 4. ADHD -- 5. Active Intervention -- 6. Diversity and the Common Core.
520			_aThis 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.
988			_aSpringer_Psychology_2017
650		7	_2embne _9678815 _aPersonas con discapacidad _xEducación
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783319629735
776	0	8	_iPrinted edition: _z9783319629759
776	0	8	_iPrinted edition: _z9783319874432
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-62974-2 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b10/2022 _dz _ek _zSI