{"title":"学习障碍的混乱","authors":"R. Colker","doi":"10.18574/nyu/9780814708101.003.0013","DOIUrl":null,"url":null,"abstract":"This article explores the widespread inconsistency among the fifty states in defining \"learning disability\" under the Individuals with Disabilities Education Act. The article also traces the development of this term historically. The author recommends that educational institutions give less weight to the importance of this classification and, instead, develop educational policies that would not disadvantage students with learning disabilities.","PeriodicalId":87421,"journal":{"name":"The American University journal of gender, social policy & the law","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2011-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"The Learning Disability Mess\",\"authors\":\"R. Colker\",\"doi\":\"10.18574/nyu/9780814708101.003.0013\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article explores the widespread inconsistency among the fifty states in defining \\\"learning disability\\\" under the Individuals with Disabilities Education Act. The article also traces the development of this term historically. The author recommends that educational institutions give less weight to the importance of this classification and, instead, develop educational policies that would not disadvantage students with learning disabilities.\",\"PeriodicalId\":87421,\"journal\":{\"name\":\"The American University journal of gender, social policy & the law\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-10-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The American University journal of gender, social policy & the law\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18574/nyu/9780814708101.003.0013\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The American University journal of gender, social policy & the law","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18574/nyu/9780814708101.003.0013","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This article explores the widespread inconsistency among the fifty states in defining "learning disability" under the Individuals with Disabilities Education Act. The article also traces the development of this term historically. The author recommends that educational institutions give less weight to the importance of this classification and, instead, develop educational policies that would not disadvantage students with learning disabilities.
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