Ijiri L, Kudzma E C
Program for Advancement of Learning, Curry College, Milton, MA 02186, USA.
J Prof Nurs. 2000 May-Jun;16(3):149-57. doi: 10.1053/PN.2000.5917.
As more students with diagnosed learning disabilities (LD) enroll in college nursing programs, nursing educators must increase their understanding of ways to support these students without compromising their academic standards. This article describes a framework for understanding LD including issues in diagnosis, intervention, and accommodation and is designed to assist nursing faculty in maximizing the likelihood of success of these students. Specifically, this article examines the characteristics of students with LD from a metacognitive perspective, identifies curricular issues specific to a typical nursing curriculum, reviews legal obligations under the Americans with Disabilities Act (1990), and provides examples of classroom and clinical modifications including teaching approaches that can benefit all students.
随着越来越多被诊断为有学习障碍（LD）的学生进入大学护理专业，护理教育工作者必须加深对支持这些学生方法的理解，同时又不降低学术标准。本文描述了一个理解学习障碍的框架，包括诊断、干预和 accommodations 方面的问题，旨在帮助护理教师最大限度地提高这些学生成功的可能性。具体而言，本文从元认知角度审视有学习障碍学生的特点，确定典型护理课程特有的课程问题，回顾《美国残疾人法案》（1990年）规定的法律义务，并提供课堂和临床调整的示例，包括对所有学生都有益的教学方法。 注：原文中“accommodation”常见释义为“住宿；膳宿；和解”等，结合语境这里大概是指对有学习障碍学生的一些适应性措施等，暂译为“accommodations”，可根据准确含义进一步调整。
