摘要
该文在分析美国不同时期学习障碍定义的内容、特点及构成要素的基础上 ,探索出学习障碍的理论分析框架 :学习障碍主要表现为学业成就、语言的理解与运用、学业 -潜能差异、认知心理过程等方面的困难或障碍 ,并包括排它性条款及神经病理学特征等要素 ;对学习障碍的认识从单一学科逐步向多学科模式发展、从重视深层的神经病理特征向重视外部学业领域行为特征过渡 ,其鉴定以外部行为特征为主 ,并据此对内部心理、神经病理特征进行推测。
This paper examines the definitions of learning disability in the United States in different historical stages in terms of contents, characteristics, and composition factors. A theoretical framework for analyzing learning disability has then been developed as: learning disabilities are manifested in the areas of academic achievement, the acquisition and use of language, achievement-potential discrepancy, and cognitive processes; and include the factors of exclusionary clause and neuro-psychological deficits. The inquiry into learning disability develops from single to multiple discipline approaches and from an emphasis of neuro-physiological factors to external behavioral characteristics related to academic performance. Accordingly, the diagnosis of learning disabilities focuses on observing behavioral characteristics and implies the presence of the internal psychological and neuro-physiological deficits.
出处
《中国特殊教育》
CSSCI
北大核心
2004年第4期58-63,共6页
Chinese Journal of Special Education
