A STUDY ON THE EDUCATIONAL INTERVENTION FOR THE LEARNING DISABLED CHILDREN

基本上，本文提出的学习障碍儿童的教育规定是根据1989年全国学习障碍联合委员会制定的学习障碍定义来讨论的。学习障碍儿童表现出的障碍可分为四大障碍，即口头语言障碍（听和说）、书面语言障碍（读和写）、算术障碍和推理障碍（思维和概念化）。本研究以算术障碍为研究对象，通过查阅相关文献，探讨其状况，并根据其特点提供教育支持。从教育的角度来看，了解学习障碍儿童的特殊教育需求比将其诊断为学习障碍更为重要。了解儿童的特殊教育需求，使更多的教育工作者为他们提供最优的教育服务。准确把握学习障碍儿童的特殊教育需求，仅仅通过斯坦福-比奈智力测验等标准化测试是不够的。在准确认识特殊教育需要的情况下，标准参照评价和（或）课程本位评价是值得利用的。学习障碍儿童很少使用学习策略，因为他们不仅不知道学习策略的作用，而且没有意识到学习策略的存在。他们被给予元认知学习策略并接受使用这些策略的训练。策略训练证明，运用这些策略解决问题可以提高儿童的学习能力。根据残疾的性质和程度，有相当多的学习障碍儿童在正常班级。通过对学习障碍儿童在普通班级上课的教育文献的研究，建议同伴辅导作为一种学习形式，即使需要进一步的检验，也一定会相当适合儿童。少

Basically, the educational provision for the learning disabled children presented here is discussed following the definition of learning disabilities formulated at 1989 by the National Joint Committee on Learning Disabilities.The disorders the learning disabled children show are classified into four major disorders, i.e. disorders of spoken language(listening and speaking), disorders of written language(reading and writing), disorders of arithmetic, and disorders of reasoning(thinking and conceptualization). In this study, especially disorders of arithmetic are focused on, their conditions are inquired by reviewing the relevant literature, and the educational supports are offered according to their characteristics disorders of arithmetic. From the educational point of view, to comprehend the special educational needs of the learning disabled children is more significant than to diagnose them as the learning disabled. Understanding the special educational needs of children makes practit … More ioners provide them with optimum educational services. Grasping exactly the special educational needs of the learning disabled children, it is insufficient to administer the standardized test such as the Stanford-Binet Intelligence Test. The criterion-referenced assessment and/or the curriculum-based assessment is worthy of utilization on the occasion of precise understanding about the special educational needs.The learning disabled children with difficulties in academic skills can scarcely use the learning strategy, because far from knowing the function of it, they don't perceive the presence of it. They were given the meta-cognitive learning strategies and trained to use them. The strategy training has certified that the application of these strategies to problem solving improves the learning of the children.There is quite a number of the learning disabled children who are in the regular class, depending upon the nature and degree of the disability. Working through the literature's on the education for the learning disabled children taking a lesson in the regular classes, it is suggested that the peer tutoring as the form of learning will be sure to be considerably suitable for the children even though requiring further examination. Less