Wiest D J, Kreil D A
California State University, Department of Advanced Studies, Educational Counseling, San Bernardino 92407, USA.
J Learn Disabil. 1995 Aug-Sep;28(7):399-407. doi: 10.1177/002221949502800703.
Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of "job role dissonance" in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement.
特殊教育领域中那些采用另类范式来理解和教育有学习问题学生的从业者，在日常履行职责时常常面临“工作角色失调”的挑战。当他们转变范式或仅仅是重组当前实践的尝试受到制度障碍阻碍时，就会出现这种失调。从经验的角度来看，作者审视了这些障碍以及它们如何影响学习障碍领域的重新构建。具体而言，他们指出法律规定、学校的系统性质、家长的信仰体系以及工作人员的时间限制，都是为儿童提供更健康、更可行服务的障碍。最后，失调被认为是真正重组运动的一个正常组成部分。
