Background
Gertner, Nancy was born on March 29, 1944 in London. Daughter of Israel Harris and Amelia Levy. came to the United States, 1977.
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book
Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
(The thinking that began this book arose out of some dissa...)
The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.
http://www.amazon.com/gp/product/0387968016/?tag=2022091-20
Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
(The thinking that began this book arose out of some dissa...)
The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.
http://www.amazon.com/gp/product/1461388066/?tag=2022091-20
Nancy Gertner
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Nancy Gertner, British Psychologist. National certified school psychologist. Board of directors Youth Superior vena cava syndrome Advisory Board, Guilford, 1991, Safe Rides Adult Advisor, Guilford, since 1984, Youth Center Board, Guilford, since 1990, Guilford PeaceAlliance, since 1982. Member National Association School Psychologists, Connecticut Association School Psychologists, Orton Dyslexia Society, Council for Learning Disabilities.
Education
Bachelor of Science, U. Leicester, England, 1965; Master of Science, Southern Connecticut State University, 1979; Doctor of Philosophy, U. Connecticut, 1986.
Career
Psychologist, Nuffield Center, London, 1965-1967; teacher, ILEA, London, 1967-1968; psychologist, Ednl. Svc. Associations, New Haven, Connecticut, 1980-1987; psychologist, Gesell Institute, New Haven, 1987-1988; school psychologist, Guilford (Connecticut) Public Schools, since 1985.
Achievements
Works
book
-
Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
(The thinking that began this book arose out of some dissa...)
-
Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
(The thinking that began this book arose out of some dissa...)
-
Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
Membership
Board of directors Youth Superior vena cava syndrome Advisory Board, Guilford, 1991, Safe Rides Adult Advisor, Guilford, since 1984, Youth Center Board, Guilford, since 1990, Guilford PeaceAlliance, since 1982. Member National Association School Psychologists, Connecticut Association School Psychologists, Orton Dyslexia Society, Council for Learning Disabilities.
Interests
Connections
Married Joseph Michael Gertner, September 9, 1965. Children: Abigail, Matthew, Ben.
