A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools
作者： Jason L. Skues , Everarda G. Cunningham
DOI: 10.1080/19404158.2011.605154
关键词:
摘要: Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs neurological origin, permanent nature and resistant to intervention. Moreover, not considered the result of intellectual, physical sensory disabilities, emotional disturbance, cultural economic disadvantage inappropriate teaching. The purpose this review was provide school communities including principals, classroom teachers, other professionals, parents students a contemporary definition, prevalence, identification support LDs. particular, highlights confusion surrounding definition how has impacted on estimates prevalence LDs, well current methods used Australian schools. various schools discussed.
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