Hearne D, Stone S
Claremont Graduate School, California, USA.
J Learn Disabil. 1995 Aug-Sep;28(7):439-48. doi: 10.1177/002221949502800707.
The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.
学习障碍领域，如同主流教育一样，正在经历改革与重组的呼声，这一剧变在很大程度上是由对立范式——还原论和建构主义的力量所引发的。在重新审视我们的过去时，我们必须开始正视传统缺陷模型的失败及其极低的“治愈率”。一些新理论已经出现，它们对普通教育和特殊教育课堂中的传统做法提出了挑战。霍华德·加德纳的工作尤其具有影响力，他的多元智能理论呼吁对我们的学校进行重组，以采用除缺陷方法之外的学习和探究模式。学习障碍领域目前至少有一些研究已经开始关注创造力以及学校尚未充分理解或高度重视的非传统优势和才能。在本文中，我们简要总结了在寻找被贴上学习障碍标签的学生的才能、他们能力的证据、这些对学校的影响以及一套初步的实用建议方面的研究结果。
