美国学习障碍概念的新发展及其启示

The Development of American Definition of Specific Learning Disabilities and Its Implications

从学习障碍概念的提出到现在,学习障碍已有50多年的研究历史。但是,迄今为止,研究者关于学习障碍的定义还没有达成一致意见,不同的研究者使用不同的定义,严重阻碍了学习障碍相关问题的深入研究。本文以美国精神疾病诊断与统计手册(DSM)不同版本关于学习障碍的描述为基础,梳理了美国学习障碍定义的发展过程。学习障碍定义历经6次修订,表现出以下变化趋势:(1)特异性是学习障碍定义的固有属性,在历次修订中都没有发生变化;(2)学习障碍术语的冒犯性意味逐渐减弱;(3)学习障碍的诊断标准的可操作性越来越强;(4)学习障碍原因的隐蔽性逐渐增强。

The term ＂learning disabilities＂ was first used 50 years ago, but researchers had not reach a consensus on the definition of learning disabilities, different researcher used different definition, this situation severely hindered the deep research on learning disabilities. This paper explored the development of the definition of learning disabilities based on different editions of The Diagnostic and Statistical Manual of Mental Disorders. There are mainly four characteristics during the development of the definition of learning disabilities： 1. the specificity is the inherent attribute of the learning disabilities;2, the offence of the term ＂learning disabilities＂ was weakened; 3. the operability of the diagnostic criteria of learning disabilities were enhanced; and 4. the etiology of learning disabilities become more and more hidden.