Schere R A, Richardson E, Bialer I
J Abnorm Child Psychol. 1980 Mar;8(1):5-20. doi: 10.1007/BF00918158.
An operational definition of "learning disabilities" is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition--which identifies children as "learning-disabled" on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors--overlooks functional similarities among such groups as educable mentally retarded and and emotionally disturbed children. These similarities warrant the inclusion under the rubric of "learning-disabled" of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.
从分类心理教育定义最终必须与教育过程相关这一观点出发，给出了“学习障碍”的操作性定义。因此，应根据对教育成就至关重要的能力来描述这种情况，不应采用非教育标准。有人指出，目前最普遍接受的定义——根据行为标准将儿童确定为“学习障碍”，同时由于病因和其他非行为因素而排除其他儿童——忽视了可教育的智力迟钝儿童和情绪困扰儿童等群体之间的功能相似性。这些相似性使得一些可能也被归入其他诊断类别的儿童有理由被纳入“学习障碍”这一类别。因此，所提出的定义主要基于对日常学习和管理问题的关注。对该定义所包含的概念进行了操作性定义，并讨论了其与课程设置的关系。
