More questions than answers

Summary

This paper reviews a small but growing body of research on the academic, social‐emotional and communicative characteristics of pupils with Non‐Verbal Learning Difficulties (NVLD). A case study is presented to illustrate certain aspects of functioning in pupils with NVLD and an integrative view of information processing is provided to explain these pupils’ difficulties in integrating lower and high‐level skills. Despite considerable variation in definitions of NVLD and measures of academic, social and language skills in the current research studies and clinical cases, a startling majority of children with NVLD present significant difficulties across areas of functioning. Implications for intervention models that integrate academic, social and language goals are discussed and descriptions of instructional recommendations and classroom‐based remediation strategies are provided.