Learning disability

The term learning disability has existed since the 1960s. Since then, there have been some attempts to define the term. The catchiest and most plausible definition provides Kanter with the hypothesis that a learning disability is a " long-lasting, serious and umfängliches school performance failure " means that comes usually with impairment of intelligence, however, is not so severe that it was a case of intellectual disability is.

Of practical importance is the concept of learning disability particularly in assignments of pupils to special schools. But even in adults is a learning disability in childhood and adolescence makes even a negative impact, especially on the labor market. For the German Education (1973 ) come to the school children with learning difficulties such students in question, in which

  • Long-lasting and comprehensive school performance failure and
  • Intellectual deficit is present,

And therefore in elementary school or secondary school can not be adequately individually.

One considers problems in school then as an expression of a learning disability if the following conditions are met:

Allen 's previous attempts to define common that the term " learning disability " is seen only in the school context, so that only a small part of human learning is reflected in it. Schröder ( 1996) proposes to limit the specialized terminology of the learning disabled education on four concepts:

  • Learning difficulties occur when academic performance ( in any type of school ) are below tolerable deviations from reference standards.
  • Learning disabilities " are their special forms, when it comes to learning needs of elementary and secondary school [ ... ]. "
  • Learning disorders than the " lower " form of learning disability, based on the three dimensions of the severity, extent and duration.
  • Learning disability (and again only in the sense of " school for the learning disabled " ) as serious, extensive and lasting learning impairment.

In contrast to the learning difficulties it is this that is to say problems with the minimum requirements defined by the company.

Newer definitions of learning disability are trying to move away from mono-causal approaches to explanation. Were much too rigid in the past, students sorted by IQ scores. From Baier (1982 ) while the quote: "There is no obvious characteristic, the learning disability as a self-contained group of non - learning disability can differ. Demarcation problems exist not only to students with learning difficulties [ ... ] or with learning disabilities [ ... ], but also to other groups of disabled people such as the disturbed behavior and in some cases, to the mentally handicapped. A learning disability is often associated with behavioral problems, speech problems or hearing impairments and can secondarily develop from these primary impairments. "The multi-causal approach puts it at Baier at the center when he defines learning disability as" multifactorial biosocial interaction and accumulation products, " which negatively reflected in the school context.

ICD- 10 Classification of

In the ICD -10 classification, there are different ways of saying the learning disability. These disturbances are counted among the developing faults and carry the cipher ICD -10 F81. These are mainly:

  • Reading and spelling weakness (including reading and spelling disorder or dyslexia ): ICD -10 F81.0
  • Backward reading, also classified under ICD -10 F81.0
  • Isolated spelling (also isolated spelling disorder ): ICD -10 F81.1
  • Mathematics disorder (also dyscalculia ), ICD- 10 F81.2
  • Mixed disorder of scholastic skills: ICD -10 F81.3
  • Other developmental disorders of scholastic skills: ICD -10 F81.8
  • Developmental disorder of scholastic skills, unspecified ICD -10 F81.9

The borderline intelligence (also: Grenzdebilität or low intelligence ) is not listed separately in the ICD -10 classification. It is considered a below-average intelligence with an IQ of 70 to 85 people with a learning disability have difficulty to acquire knowledge on cognitive way, often suffer from learning difficulties, and therefore often visit a school for children with learning difficulties.

Demarcation to learning difficulties

Learning difficulties occur after Weinert & Zielinski (1977 ), When " a pupil's performance [ ... ] are below the tolerable deviations of binding institutional, social, individual reference standards or reaching (or miss ) of standards [ ... ] associated with stress [ is ] that lead to unwanted side effects in the behavior, experience or personality development of the learner. "

Definition / diagnosis of intellectual deficit

Among students with intellectual deficit of the German Education Council such filed with an IQ 55-85. The IQ is in this case, for example, determined using a standardized intelligence test the HAWIK. Other authors call similar criteria, but with slight shifts within the IQ range, such as Wegener ( 1969), which locates "lighter degrees of talent reduction" in a range of IQ 70 to 89. Learning disability is also referred to as low intelligence ( also Grenzdebilität or low intelligence ).

In the ICD- 10 Classification of an IQ 50 to 69 is considered Mild mental retardation; the cipher is ICD -10 F7. This intelligence level equivalent to that of an adult a mental age of about 9 to under 12 years. Quote: Many of those affected can work, good social relations entertained and make their contribution to society.

Hans White points out, however, that there are also average intelligence with learning disabilities ( even those with an IQ above 100).

School concepts

In the 1960s, they were called " auxiliary schools " before they were renamed " special schools " and later in " special schools " or " resource centers ".

The use of the term " learning disability " outside the education sector

Since the reform of the Social Code III, through the promotion of employment is regulated in § 19 also include children with learning difficulties to the category of persons whose participation should be encouraged in professional life.

One problem, according to Rudolf C. Zelfel that " the adult son or daughter [ ... ] to varying degrees the help of parents [ need ] still. The children are never actually became independent in most cases, usually because they can not or want. In addition, their merit is not enough to own homes or independent living. They usually have a few friends and social contacts. Parents and adult children are forcibly entered into a symbiotic relationship in the long term '. There are numerous occasions where the help of parents is again in demand. Loss of jobs, contracts, involving complex applications, dealing with banks and money. "

Zelfel estimates that there 800000-1 million people with learning disabilities of all ages in Germany. The number of school-age learners no longer disabled is not officially recorded.

Criticism

Learning disability as a fitting problem

Whether a child is classified as " learning disabled " is only partly a matter of personality traits and the learning state of each child. Play an equally crucial role in the ability of public school (all schools except special education ). The better it can support the children, the less children are classified as " not there conveyed " outsourced.

" Learning disability " or similar terms describe succession according to Eberwein therefore not an individual feature or even an outlined circle of people, but the state of lack of fit of individual learning needs and school-based offer. Thus there is no absolute in the literal sense of persons " learning disabled ".

The category of learning disability as a basis for pursuing the profession of educators

Adherence to the concept of " learning disability " explained Dieter Katzenbach and Joachim Schröder as follows: "Even if it is after over thirty years of discussion to date not been able to define the phenomenon of learning disability even moderately accurate, is still available on this category if even under constantly changing names, tenaciously held. This we must do as special education teachers also, as long as we define our expert knowledge about a specific subpopulation of students. " When, however, follow the motto:" The experts on the children and not the children to the experts, " will the term" learning disability " superfluous.

Special schools as the logical consequences of Outlined school system

The Union for Education and Science 's verdict: "Schools for children with learning difficulties, it is only in German speaking countries. They are a consequence of the selective school system. Anyone who starts with sorting, can not stop. This has two reasons: First, the ideal of homogeneous study group is virtually impossible to achieve, but is still not given and the second makes the student composition in the "lower" types of school pedagogical work so difficult that the teachers promise relief by further sorting. "

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