从美国学习障碍定义演变的角度探索其理论分析框架(论文资料).pdfVIP

5 6 2004 4 (46 ) hinese Journal of Special Education(Monthly) No.4,2004(Serial No.46) 邓 猛 (华中师范大学特殊教育研究所, 武汉,430079) , : - , ; , , B 849: G 44 Exploration of theAnalytical Framework for Learning Disability from the Perspective of Definition Evolution in the U.S. Deng Meng (Institute for Special Education of entral hina Normal University, Wuhan, 430079) Abstract 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 theoreticalframework 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 cog- nitive processes; and include the factors of exclusionary clause and neuro- psychological deficits. The in- quiry 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. Accord- ingly, the diagnosis of learning disabilities focuses on observing behavioral characteristics and implies the presence of the internal psychological and neuro- physiological deficits. ey words learning disability definition evolution analytical framework [3] 1963 4 6 , / 1168% , 0 , Kirk ( 1975) [ 1] /