Current and Future Issues in the Definition of Learning Disabilities

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  • 学習障害の定義にかかわる諸問題と今後の課題
  • ガクシュウ ショウガイ ノ テイギ ニ カカワル ショ モンダイ ト コンゴ

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Abstract

Recently there has been an increasing tendency in Japan to recognize the existence of children with learning disabilities and to categorize them in the educational system; in addition, administrative authorities have started to investigate more concrete treatments for such children. In order to make this trial successful, however, one of the most urgent tasks is to establish a definition of and criteria for learning disabilities that are agreed on among the parties concerned in Japan. The present article surveys changes in the definition of learning disabilities in the U.S., where a special educational service for children with learning disabilities has been offered since 1975; accompanying issues and difficulties are outlined. Through this survey, future issues in Japan should become clarified. The results were as follows: (1) Even in the U.S., where several improvements in the definition of learning disabilities have been attempted, a general consensus has not yet been obtained on the present definition. (2) Cases of children with learning disabilities where the mechanism overlaps attention deficit-hyperactivity disorder should be studied so as to make a strict distinction between them. (3) Appropriate methods and procedures for measuring aptitude and achievement should be developed. (4) Research should be conducted on learning disabilities based on a strict definition and criteria for learning disabilities, and plans should be designed that offer suitable educational aids for all those who have trouble with learning.

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