Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
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将学习障碍重新定义为对教学反应不足：前景和潜在问题
DOI：
10.1111/1540-5826.00070
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发表时间：
2003
影响因子：
1.8
通讯作者：
L. Fuchs
中科院分区：
文献类型：
--
作者：
S. Vaughn;L. Fuchs
在这篇特刊的介绍中，讨论了学习障碍（LD）识别的响应指令方法。然后，概述了这种方法的承诺和潜在的陷阱。潜在的好处包括识别学生的基础上的风险，而不是赤字，早期识别和指导，识别偏差的减少，和识别评估与教学规划的联系。问题涉及LD概念的完整性，需要有效的干预和评估方法，对指示的反应是否足够作为识别的终点，适当的指示强度，需要经过充分培训的人员，以及正当程序。最后，对构成特刊的条款作了概述。
In this introduction to the special issue, a response–to–instruction approach to learning disabilities (LD) identification is discussed. Then, an overview of the promise and the potential pitfalls of such an approach is provided. The potential benefits include identification of students based on risk rather than deficit, early identification and instruction, reduction of identification bias, and linkage of identification assessment with instructional planning. Questions concern the integrity of the LD concept, the need for validated interventions and assessment methods, the adequacy of response to instruction as the endpoint in identification, the appropriate instruction intensity, the need for adequately trained personnel, and due process. Finally, an overview of the articles constituting the special issue is provided.