Anthony Hayley, McLean Louise, Rabba Aspasia Stacey, Reupert Andrea
Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, Australia.
Dyslexia. 2025 Feb;31(1):e70000. doi: 10.1002/dys.70000.
In Australia, a broad range of terms are used when discussing children and young people with a specific learning disorder (SLD). However, little is known about how SLD-related terminology is perceived by adults with an SLD, parents of children with an SLD and the professionals who support them. The purpose of this study was to identify any SLD-related preferred terms and explore factors which may influence these preferences. Data were collected from 177 participants via an online survey which asked them to rate how much they liked each term from a provided list and why. Results showed that clear language preferences do exist amongst dyslexic adults, parents and professionals, with dyslexia/dysgraphia/dyscalculia, dyslexic/dysgraphic/dyscalculic, person with dyslexia/dysgraphia/ dyscalculia and challenges being the most liked terms whilst learning disability, learning disabled, impairment, deficit, weakness and person with a learning disability were amongst the least liked terms. A narrative synthesis revealed that participants' language preferences are largely dependent on the context and intent of communication, generating six key themes. This research offers clear implications on how society embraces strengths and diversity, including language use, and the impact this can have on individuals with SLDs.
在澳大利亚，在讨论患有特定学习障碍（SLD）的儿童和青少年时会使用各种各样的术语。然而，对于患有SLD的成年人、患有SLD的儿童的父母以及支持他们的专业人员如何看待与SLD相关的术语，人们知之甚少。本研究的目的是确定任何与SLD相关的首选术语，并探讨可能影响这些偏好的因素。通过在线调查从177名参与者那里收集了数据，该调查要求他们对提供列表中的每个术语的喜欢程度以及原因进行评分。结果表明，诵读困难症成年人、父母和专业人员之间确实存在明确的语言偏好，诵读困难症/书写困难症/计算困难症、诵读困难的/书写困难的/计算困难的、患有诵读困难症/书写困难症/计算困难症的人以及挑战是最受欢迎的术语，而学习障碍、有学习障碍的、损伤、缺陷、弱点和有学习障碍的人则是最不受欢迎的术语之一。叙事综合分析表明，参与者的语言偏好在很大程度上取决于交流的背景和意图，产生了六个关键主题。这项研究对社会如何接纳优势和多样性，包括语言使用，以及这对患有SLD的个体可能产生的影响具有明确的启示。
