學習障礙
维基百科，自由的百科全书
學習障礙，又稱為學習困難。學習障礙的成因很複雜，不同地區對學習障礙亦有不同的定義，而亦可歸因到醫學、心理學或教育學等不同的範疇上。普遍來講，學習障礙是指學生因為能力上的障礙而引致學習困難，而這障礙可以是肉體上的障礙，也可以是精神方面的障礙。
過去的教學理論一般都會為有學習障礙的學生設立特殊教育，但在講求融合教育的今天，這種思想顯得過時。因此，現時社會應付學習障礙的方法，會在學習方法上的改善。這種改善，可以是特殊儀器輔助，如：放大鏡、助聽器，也可以是教學法上的改變，如針對輕度弱智學生的剪裁教育。
對於天生有嚴重學習障礙，並且智商低於80的人，我們都會把他們歸類為智力障礙，簡稱智障或弱智。這類人需要特別照顧，所以我們不會把他們歸入“學習障礙”一類。相反，對於智商介乎80至100的輕度弱智人士，由於他們仍然能夠與一般人作正常溝通，他們的在學習上遇到的問題都算是學習障礙。
目录 |
[编辑] 不同地區對“學習障礙”的定義
[编辑] 香港
根據(教育署心理輔導服務組，2000)的定義比較窄。他們認為，學習困難泛指一系列學習異常的表現，包括聆聽、閱讀、說話及寫作方面的困難。當中較常見的有：讀寫障礙、數學運算障礙、及語言障礙。
[编辑] 主要的學習障礙成因
- 一種因為第21對染色體多出一條而引致的病症，而其中一種後果是病者會有中度至嚴重弱智。Other genetic conditions with similar consequences include Trisomy 13 and Fragile X Syndrome.
- 閱讀障礙 (Dyslexia)
- This condition has several forms in varying degrees of severity. The three primary forms are
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- difficulty in phonetic mapping, where sufferers have difficulty with matching various orthographic representations to specific sounds
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- difficulty with spatial orientation, which is stereotyped in the confusion of the letters <b> and <d>, as well as other pairs. In its severest form, <b> <d> <g> and <q>, all distinguished primarily by orientation in handwriting, look identical to the dyslexic
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- difficulty with sequential ordering, such that a person can see a combination of letters and recognize what word it corresponds to with the help of phonetic mapping, but cannot properly sequence the letters when spelling words.
- Dyslexia has obvious effects on the ability to learn to read and/or write, as well as more subtle effects on processing visual information
- Language processing disorders
- These are poorly-studied, but have clear effects on learning. Effects can be semantic, syntactic or analytical, or can resemble aphasias.
- Some people have difficulty with planning, sequencing, using inductive logic, or with verbal expression. All can interfere with learning, at both the input and output phases of the process.
- ADD/ADHD sufferers have difficulty in intiating and maintaining concentration. The underlying neurological causes are not always clear. It also appears that many persons labeled as ADD/ADHD either suffer from other problems, or have not had the thorough neruological analysis needed to help manage their condition.
- A condition of the elderly, in which the ability to retain new information is lost. As the condition progresses, the patient begins losing lifelong memories, with the most recent to go first. Eventually, they often regress to childhood, and have such poor memory that they cannot perform simple tasks such as walking from one room to another because they forget where they are going en route.
- 腦部受損
- This has multiple causes, and consequently, multiple effects. A few common ones are:
- While not a true learning disability, it affects the ability to perceive visual information. When such information is presented in a way that is confusing to the color-blind, learning is compromised.
Physical handicaps can also impede learning when proper accommodations are not made.
- 失明 interferes with the ability to process visual information, so information must be presented in tactile or auditory form to be learnt.
- 失聰及弱聽 interfere with the ability to process auditory information. Information presented in auditory format is meaningless to the deaf, and not properly perceived by the hearing impaired. Learning occurs best when accommodation is made by providing visual and tactile means for acquiring information, as well as providing Sign Language interpreters where needed.
[编辑] 參考資料
- 文家安，(2004年)，“EPC5013C Effective Teaching for Pupils with Learning Difficulties”第一課講義，香港教育學院。
- 教育署心理輔導服務組，(2000年)，幫助有特殊學習困難的學童，香港教育統籌局
- Lerner, Janet W. (2003年) “Learning Disabilities: Theories, Diagnosis, and Teaching Strategies” USA:Houghton Mifflin Company.
[编辑] 參看
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- 融合教育
