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Learning Disabilities: A Neurobiological Perspective in Humans

Kenneth A. Bonnet, PhD, received his doctorate from York University, Toronto. He is currently research associate professor of psychiatry at New York University School of Medicine. Research interests are in brain biochemistry, neuropsychology, and computer-based EEG. He is also on the Professional Advisory Board of the Association for Children and Adults with Learning Disabilities.

Learning disabilities are pervasive in over 10% of the population. They are evident in many areas of higher level functioning, and can occur in any combination of type and of severity within the individual. Definition in educational or standardized test performance provides some utility for immediate characterizing of the individual. The general problem of learning disabilities affects individuals for life, and affects many areas of daily living in addition to academic or occupational skills. The mechanisms of several learning disabilities are presented within the framework of central nervous system development and the compromises to that development that arise from genetic, hormonal, antibody, medication, and postnatal compromises. The general area of learning disabilities represents a constellation of right hemisphere, left hemisphere, and cerebellar compromises to function that arise as a result of genetic, vascular, hormonal, or toxicologic effects from the pre- and perinatal environment. Such compromising effects can result from hormonal, infectious, or other compromises to individual parents or grandparents that have effects upon the first- or second-generation offspring. The spectrum of specific learning disabilities is seen from a neurobiological perspective that has implications for treatment and prevention.

Remedial and Special Education, Vol. 10, No. 3, 8-19 (1989)
DOI: 10.1177/074193258901000305


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