Morris L, Watt J, Wheatley P
University of Texas of the Permian Basin, Special Education Division, USA.
J Learn Disabil. 1995 Aug-Sep;28(7):386-90. doi: 10.1177/002221949502800701.
The distinction between ordinary and special schooling in Scotland was effectively erased by the Education (Scotland) Act of 1981. This Act recognizes that any pupil who requires extra support to succeed in a regular classroom is a child who has special education needs. Presently, all pupils who, for whatever reason, do not cope successfully at school are collectively referred to as children with learning difficulties. The term "learning difficulties" reflects a broader spectrum of problems than those characteristically found in the category of learning disabilities used in the United States. In cases of dyslexia, the term "specific learning difficulties" (a subgroup of learning difficulties) is also used. All special education provision in based on individual needs. A child's needs are interpreted in relation to a continuum of special education needs and in the context of his or her unique environment. For pupils with learning difficulties, the needs-assessment process is typically informal and rarely results in an official record of need being opened for them. A description of Grampian Region, one of the largest administrative units in northern Scotland, reveals how special educational practice is organized to respond to pupils with learning difficulties in the current educational climate.
1981年的《苏格兰教育法》实际上消除了苏格兰普通学校教育与特殊学校教育之间的差别。该法案承认，任何需要额外支持才能在常规课堂取得成功的学生都是有特殊教育需求的儿童。目前，所有因任何原因在学校学习困难的学生都被统称为有学习困难的儿童。“学习困难”这一术语所反映的问题范围比美国使用的学习障碍类别中典型出现的问题范围更广。在诵读困难的案例中，也会使用“特定学习困难”（学习困难的一个子类别）这一术语。所有特殊教育服务都是基于个体需求提供的。儿童的需求是根据特殊教育需求的连续统一体并结合其独特的环境来解读的。对于有学习困难的学生，需求评估过程通常是非正式的，很少会为他们开启正式的需求记录。对苏格兰北部最大的行政单位之一格兰扁地区的描述，揭示了在当前教育环境下，特殊教育实践是如何组织起来以应对有学习困难的学生的。
