This book reviews recent research and theory on the brain and balances this information with tips and techniques for using the information in classrooms. Brain-compatible learning is explored in the following chapters: (1) "The New Winds of Change"; (2) "The Learning Brain"; (3) "Getting Students Ready To Learn"; (4) "Enriched Environments and the…

Six socioeconomic traits were assessed from questionnaire data returned from the homes of 92 children (ages 7 to 13 years) in special classes for the minimally brain injured and 110 children of the same age range in classes for the educable mentally retarded. (Author/DB)

Results support the contention that with advancing years brain-damaged children may adapt to and/or recover from the deficit(s) involved in the inability to develop and maintain a readiness to respond. (Author/MB)

Contends that the survival of black people is in serious jeopardy as is evidenced in contemporary discussions on the worldwide plight of black people, and that an exhaustive study of the problem in its many dimensions is seriously lacking; the moral and ethical issues of genocide require examination from a black perspective. (JW)

Condensed from a report of a 1971 conference sponsored by the U.S. Office of Child Development and the U.S. Office of the Assistant Secretary for Health and Scientific Affairs. (Editor)

Use of drugs have been advocated for the child who has been diagnosed as having minimal brain dysfunction--an idea examined in Congressional hearings of the House Privacy Subcommittee, September 1970. Article is a critique of the hearings. ((DM)

The use of drugs to modify child behavior disorders and the risks involved are discussed. Safeguards are suggested to protect children. (A related article is EA 501 452.) (MF)

Five theories were tested relating to the suspected connection between organic brain dysfunction and poor reading, or dyslexia. Results failed to support the poor lateralization, right hemisphere, global, imbalance theories. Among juvenile offenders, poor reading appears to relate to left-hemisphere dysfunction. (Author)

It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)