干预反应模式:学习障碍评估的新途径

本文首先分析了"智商-成就差异模式"用于鉴别学习障碍存在的问题,而后评述了一种新的评估模式,即干预反应模式的内涵及其特点,并对其核心成分——课程本位测量的编制方法、特点及其应用进行介绍,以期对我国开展相关的研究和教育实践提供参考。     

学习障碍超常儿童的研究进展

从特征、鉴别方法以及干预等方面综述了国外学习障碍超常儿童的研究进展.目前主要鉴别方法有智力分测验分析以及学业成绩和智力水平差异分析.日常生活评估和游戏评估是学龄前学习障碍超常儿童鉴别的有效方法.使用多种方法对多种能力进行评估可以提高鉴别准确性.在培养优势能力的过程中减少障碍是有效的教学方法.其他有效方法还包括形成知识网络结构和使用辅助工具.学习障碍超常儿童社会交往和情感需要值得关注.目前研究存在的主要问题有缺乏一致的学习障碍超常儿童能力剖面图,在主要鉴别方法上和超常儿童选拔的智商标准上也存在争议.文末探讨了对我国学习障碍超常儿童研究和教育的启示.     

特定学习障碍评估的差异与一致模式

特定学习障碍评估的差异与一致模式以PASS理论为基础,以认知评估系统为测量工具,对儿童的认知加工特点进行评估,根据儿童的认知加工劣势对其是否存在学习障碍进行诊断,为开展有针对性的干预提供依据.学习障碍评估的差异与一致模式实现了两个结合,即干预反应模式与基本心理加工过程测量相结合、基本心理加工过程测量结果与基于研究的认知干预相结合,在提高特定学习障碍诊断的准确性与干预的有效性方面具有突出特点.文章对差异与一致模式的理论基础与测量工具、组成要素及其关系、操作流程进行评述,对其特点及适用性进行分析.     

从差异取向的评估到认知—干预取向的评估--学习障碍评估模式的新趋势

长期以来智力分数与成绩分数的差异被认为是诊断学习障碍的主要标准 ,近年来随着认知心理学对于阅读障碍的语音意识机制的研究取得的突破 ,研究者对用差异标准来诊断学习障碍进行了批评 ,并主张用与学习的认知过程有关的测评来取代不准确的智商和成绩的差异这一标准。本文分析了这一新的评估取向 ,并通过对比Kavale与Fletcher的评估模式 ,具体指明了今后学习障碍的评估与诊断所应有的前进方向     

协同自主:上海市高校专业评估模式的构建与实践——基于第四代评估理论的应用探索北大核心CSSCI

上海市高校专业评估工作立足上海地方高校专业发展实际,重点学习借鉴第四代评估理论,逐步构建了具有本地特色的"协同自主"专业评估模式。本文着重分析了在这一评估模式下,在专业评估理念、评估主体、评估实施、评估结果、评估效应等方面的探索与实践,对新一代教育评估理论促进专业内涵建设具有积极意义。     

协同自主:上海市高校专业评估模式的构建与实践——基于第四代评估理论的应用探索

上海市高校专业评估工作立足上海地方高校专业发展实际,重点学习借鉴第四代评估理论,逐步构建了具有本地特色的"协同自主"专业评估模式。本文着重分析了在这一评估模式下,在专业评估理念、评估主体、评估实施、评估结果、评估效应等方面的探索与实践,对新一代教育评估理论促进专业内涵建设具有积极意义。     

假设检验CHC模式——特定学习障碍评估的新方法

假设检验CHC模式以Cattell-Horn-Carroll理论为依据,以能力—成就差异模式和干预反应模式为基础,通过提出假设并验证假设的方式,对特定学习障碍学生的一般认知能力、具体认知加工能力与学业表现进行评估,根据学生学习需求的个体差异对其进行干预。本文对检验假设CHC模式的理论基础、组成要素及其关系、操作流程进行论述,对其优势与局限性进行分析,以期为我国学习障碍评估研究提供借鉴与思路。     

美国学习障碍鉴别研究综述

学习障碍自提出之日起,便成为教育、心理及医学界共同关注的问题。本文回顾了美国学习障碍鉴别研究的发展历程,从最具权威性的差距法到各种替代性方法以及近期提出的新方法的内涵和特点进行了阐释和评述;探讨了美国学习障碍鉴别出现的问题及对我国学障鉴别研究的启示。     

针对学习障碍学生的各种特殊教育观

针对学习障碍学生的特殊教育,从最初鉴别学生学习过程中的缺陷并进行矫正,到现在针对学生学习需要而进行的阶梯教育模式,经历了其自身发展的过程。     

教师发展的新路径:以学习者为中心的高校教学评估范式

以学习者为中心的评估范式是一种从价值观到具体指标体系再到操作环节和行动都体现以学生学习和发展、学生学习成效为中心的行为模式。本文以中国海洋大学为例,回顾了20世纪80年代以来我国高校课程评估的发展历程,分析了评估范式转型面临的困境与障碍,探索了以学习者为中心的评估范式中教师发展的路径。     

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.     

Perception of gated, highly familiar spoken monosyllabic nouns by children with and without learning disabilities

A forward-gating procedure employing highly familiar monosyllabic words was used in auditory testing of age- and gender-matched children with learning disabilities and normally achieving children aged 8 to 11 years. The portion of the word presented, or "gate," was longer on each successive trial. Nondisabled children identified an average of one more word than the children with learning disabilities, but the mean duration required for word identification did not differ between groups. Better receptive vocabulary scores were associated with identification of words at shorter durations only among the children with learning disabilities. The two groups of children had similar numbers of different meaningful-word and different non-word incorrect responses. The children with learning disabilities exhibited poorer fine-grained auditory discrimination than a control group of nondisabled children. The study concluded that auditory closure skills for the gating task were as good among children with learning disabilities as among nondisabled children, but that sensory discrimination problems may contribute significantly to the learning difficulties of the former group.     

Classroom behavior of children and adolescents with learning disabilities: a meta-analysis

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.     

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.     

A word identification strategy for adolescents with learning disabilities

Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes.     

Social skills deficits as a primary learning disability

Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities.     

Diagnostic utility of the Learning Disability Index

The Learning Disability Index (LDI) is one of many diagnostic indicators proposed for the identification of students with learning disabilities that relies on patterns of performance on cognitive tests. The LDI is hypothesized to relate to students' specific neuropsychological deficits. The present study investigated the diagnostic utility of the LDI with the third edition of the Wechsler Intelligence Scale for Children by comparing students previously diagnosed with learning disabilities (n = 2,053) to students without learning disabilities (n = 2,200). Subsamples of youth with specific reading (n = 445) and math (n = 168) disabilities permitted further assessment of the efficacy of the LDI. Receiver operating characteristic (ROC) curves revealed that the LDI resulted in a correct diagnostic decision only 55% to 64% of the time. These results demonstrate that the LDI is not a valid diagnostic indicator of learning disabilities.     

Instructional strategies for long-term success

Through a qualitative research study we developed a model of employment success based on the experiences of successful adults with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity, and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations associated with learning disabilities. The model does not guarantee success, but it does equip students with learning disabilities with a readiness to capitalize on opportunities that they might otherwise miss.     

Students with learning disabilities within the context of inclusive education: issues of identification and school management

This paper reports findings of a case study carried out in two elementary mainstream schools in Turkey. The main aim of the study was to investigate the role of identification and school management within the process of educating students with learning disabilities in mainstream schools. Interviews with stakeholders, observations and documentary analysis yielded the following broad themes: (a) referral and identification was often carried out with little consideration of preventive and holistic approaches; (b) identification based on narrow assessment guided the educational content, influenced school climate and teacher practices and (c) school management bodies assumed little responsibility to plan, coordinate and evaluate the education provided to students with learning disabilities. Outcomes of this study can guide good practice and policy regarding identification and school management in Turkey as well as other countries going through similar processes in terms of educating students with learning disabilities in mainstream schools.