对学习障碍原因探究的方法学探讨

对学习障碍问题的研究受到越来越多的学科领域的关注。本文从方法论的角度探讨了医学、心理学和教育学领域对学习障碍原因研究的成就和不足,借以强调从研究方法上加强对学习障碍问题的整体性和异质性研究。     

国内外学习障碍研究的探索

学习障碍领域的研究已有200余年的历史,但并未形成一个统一的认识。国外有关学习障碍的研究历史可以分为早期、转折、整合、现代四个阶段。我国则起步较晚,到目前为止仅经历了前三个阶段。对学习障碍儿童的诊断与干预目前主要应用常模参照、尺度参照和以课程为基础的三种测试模式进行,干预方式包括行为、认知—行为、同伴指导、神经系统功能训练及生化与药物治疗五个模式。     

阅读障碍与数学学习障碍共生现象的研究

“共生”是学习障碍研究领域近期提出的一个新概念,其中阅读障碍与数学学习障碍共生现象在学习障碍领域存在尤为普遍,近年来研究者对阅读障碍与数学学习障碍共生现象的诊断和发生率、表现特征、产生原因等方面进行了研究,并取得了较大进展。然而对阅读障碍与数学学习障碍共生现象还有许多问题有待研究。     

儿童学习障碍研究述评

随着社会对劳动力素质要求的提高，学习障碍学生问题很快受到广泛的关注。当今，学习障碍的问题已成为家长、教师及心理学家、生理学家、教育学家等专业人员共同关心的热点问题，他们纷纷将兴趣转向这个新的研究领域。本文对学习障碍研究问题进行了总结。     

学习障碍儿童的认知特点、评估及干预

目前学习障碍是教育、心理以及临床领域颇具争议的一个问题,从概念的界定、致病原因、影响因素、评估及诊断到治疗及干预,不同的学者有不同的观点,本文结合学习障碍领域的研究进展,对国内外现有的主要研究进行总结和梳理．为今后学习障碍的研究提供理论参考和依据。     

学习障碍研究文献综述

一学习障碍研究的背景在世界各国的基础教育领域中（发达国家也不例外），学习障碍儿童在各年龄段都有一个相当稳定的比例。国外调查资料表明，学习障碍儿童人数占学龄儿童总数的4%-６％，在某一项或多项功课学习中存在困难的学生有１３％。国内杭州地区的一项调查也表明，在校学生中有１７％的儿童存在着不同程度的学习困难。可见，相当数量的学习障碍儿童的存在，严重地困扰着教育的发展，尤其影响着义务教育质量的提高。西方研究者对学习障碍的研究历史悠久。从１８９６年至今，已有一百年的历史。我国在真正含义上的研究始于本世纪８０…     

国内外成人学习障碍比较研究

对学习障碍的研究始终是教育研究领域的一个重点,在大力倡导终身教育的理念下,成人学习障碍的研究开始受到国内外学者的关注。将国内外关于学习障碍的概念研究进行对比分析,并对成人学习障碍的内涵进行界定;通过比较研究,总结和归纳出在成人学习障碍方面的共性特征;提出调控和解决成人学习障碍的合理建议和对策。     

作文训练中的高原现象及其对策

很多同学反映，作文写着写着就不知道怎么写了，觉得收获越来越小，觉得自己不是写作文的料，对自己的写作能力产生了怀疑，对作文产生了畏难情绪。其实，这是写作中的正常现象。在学习各种知识和技能过程中，一般要经过四个阶段：开始阶段、迅速提高阶段、高原阶段和克服高原阶段。同学们所反映的就是写作中的高原现象。学习中的高原现象，是教育心理学在研究操作技能形成过程时发现的一种带规律的现象，是指在学习过程中的一定阶段产生的学习效率低、学习进步减慢甚至停滞的现象。产生高原现象的因素很多，一般有这么一些：动机障碍、心理…     

学习障碍儿童心理干预研究

帮助学习障碍(LD)儿童改变学习现状,提高学习成绩,探讨学习障碍儿童转变的有效策略和方法,全面改善和提高学习障碍儿童的身心素质,是当前我国特殊教育领域的重点问题.研究证明,学习障碍儿童在语言能力、视知觉能力、注意力和行为问题、理解能力、大运动和精细动作等方面与同龄正常儿童比较有很大差距.表现为视觉失调、感知觉整合不良、记忆差、语言和抽象思维能力差、行为笨拙等.目前治疗学习障碍的方法很多,大多学者认为需要采取综合干预措施进行矫治[1][2].我们课题组对学习障碍儿童进行了两年以心理干预为重点并配合教育干预、家庭干预等综合干预措施的研究,探讨了这种干预的作用机理,期待为探索我国特殊教育领域对于学习障碍儿童干预更理想和更有效果的措施提供一定的科学依据.     

“似是而非”的错误感觉对物理学习产生的障碍与对策分析

在物理学习中有不少学生对问题的认识只停留在感性认识阶段，形成“似是而非”的错误感觉，不能上升为理性认识，以致对物理学习造成障碍。本文结合实例，试图从心理学理论与哲学认识论的角度，分析障碍形成的原因，并结合自身的教学体会对错误感觉形成的障碍作一些对策探讨。     

Learning disabilities: A piagetian perspective

Research findings in learning disabilities based on Piaget's theory were reviewed. Superimposing the findings of research on Piagetian stages of cognitive development, it appears that during the sensorimotor stage the diagnosis of learning disabilities is difficult. The research findings suggest that there is a delay in cognitive development of learning-disabled children during elementary school years, which corresponds to preoperational, concrete operational, and transition to formal operational stages. From a genetic epistemological perspective, research evidence supports a “developmental lag” approach to learning disabilities. Implications for assessment, curriculum planning, and education are discussed.     

The social construction of learning disabilities

Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins with a critique of the ideology of individualism that situates individual success and failure in the heads of individuals as a means of introducing an alternative perspective--social constructivism--that locates learning and learning problems in the context of human relations and activity. Extended examples are used to illustrate how the performative aspects of learning disabilities emerge in the context of human relationships. The primary argument developed here is that one cannot be learning disabled on one's own. It takes a complex system of interactions performed in just the right way, at the right time, on the stage we call school to make a learning disability. The article concludes with a brief consideration of the instructional implications of a social constructivist stance.     

融入通用学习设计理念：学习障碍APP的研究与实践

学习障碍在特殊学生中十分常见,目前虽无治愈方法,却可通过辅助技术在教学中的运用降低其影响。具有辅助技术功能的教育APP为学习障碍学生提供了多样化的参与、表征和表达方式,这正好与通用学习设计的理念相契合,有助于他们在融合班级中获得平等的受教育机会。这些学习障碍相关APP可划分为文字转语音、语音识别、单词预测、文字处理、计划与组织、数学运算等6种类型。一方面,作为能力补偿工具和学习支持工具,学习障碍相关APP能够在阅读、写作和数学学习中为学习障碍学生提供多元化、可参与的学习环境;另一方面,作为一种新型的教学工具,学习障碍相关APP也可能给学习障碍学生带来诸如注意力分散、学习情绪消极等负面影响。因此,其作用机制和在教学中的有效性仍有待明确。未来我国在学习障碍相关APP的研究与实践方面还需做到:推进通用学习设计理念在学习障碍学生教育中的应用与实践,为其学习提供适宜的环境和支持;完善特殊教育辅助技术相关法律和政策,确保各类特殊学生能够获得更专业的支持;加强学习障碍相关APP的开发与研究,使其能够更有效地应用于现实教学情景;建立教育APP的评价体系和支持系统,提升学习障碍相关APP的应用效果。     

学习不良儿童的情绪问题

情绪对人们的生活具有重要的影响，但是，学习不良儿童的情绪研究却被忽视了。实际上。学习不良儿童比一般儿童具有更多的情绪问题。文章介绍了有关学习不良儿童焦虑与抑郁情绪的研究。揭示了学习不良与情绪困扰之间的关系，并提出了改善学习不良儿童情绪问题的有效措施。     

The postschool adjustment of persons with learning disabilities: current status and future projections.

Recent research on the adult status of individuals with learning disabilities was reviewed. It was found that learning disabilities persist into adulthood, that manifestations of learning disabilities in adulthood are different than in childhood, and that many adults with learning disabilities are not independent or self-sufficient. These findings are related to the changes American society is currently undergoing, particularly changes in the workplace. Implications for teachers are discussed.     

美国全纳教育对学习障碍学生的教育影响

全纳教育通过为有障碍和无障碍学生建立学习型社区,使所有学生在适龄的普通教育场景接受相同的教育。全纳教育代表所有学生的利益,提倡教师要为差异而教。学习障碍学生是美国中小学接受特殊教育的最大群体。全纳教育对美国学习障碍学生的教育安置、学业进步和社会性发展均产生一定影响。研究全纳教育对学习障碍学生的教育影响有助于提高全纳教育的效能并对评估和推进全纳教育起到指导作用。     

Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches

The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the identification of English language learners with learning disabilities. We review recent developments in the field of learning disabilities concerning the need for earlier identification, the need for a more appropriate conceptualization of learning disability, and the need for more effective assessments and treatments. We discuss challenges to assessment and identification of English language learners with learning disabilities, provide examples of two approaches to meeting these challenges, and describe some remaining challenges.     

Persons with Learning Disabilities in the Workplace: What We Know So Far in the Americans with Disabilities Act Era

Abstract. Since the Americans with Disabilities Act (ADA) was passed in 1990 and implemented in 1992, there has been little research to discover the realities of the workplace for adults with learning disabilities. There is a body of knowledge, albeit sparse in scope, that provides guidance for learning disabilities professionals, employers, and individuals with learning disabilities. Empirical studies are synthesized from the past 12 years to convey the perspectives of employees with learning disabilities and their employers. Issues that require further research are outlined.     

Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University

This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities.     

Learning disabilities and vocational rehabilitation.

Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there continues to be a discrepancy between the number of adults with learning disabilities who need vocational rehabilitation services and those who are receiving them. This article describes the definitions and eligibility criteria used by vocational rehabilitation agencies to serve adults with learning disabilities. By understanding the vocational rehabilitation system, teachers, it is hoped, will be better able to access these services for their students with learning disabilities.