Flynn M, Kelly I W, Janzen B L
Department of Educational Psychology, College of Education, University of Saskatchewan, Saskatoon, Canada.
Psychol Rep. 1994 Aug;75(1 Pt 1):195-8. doi: 10.2466/pr0.1994.75.1.195.
A number of studies have suggested that educators overestimate the prevalence of learning disabilities in the schools. In this study, we found that 339 first- and second-year education students estimated the prevalence of learning disabilities to be four times higher than the upper limits of prevalence established by experts. Given that mislabelling students as 'learning disabled' may have negative consequences for them, the meaning, etiology, and prevalence of students' learning problems should be addressed by training institutions.
多项研究表明，教育工作者高估了学校中学习障碍的发生率。在本研究中，我们发现339名一、二年级教育学专业学生估计的学习障碍发生率比专家确定的发生率上限高出四倍。鉴于将学生错误地贴上“学习障碍”的标签可能会对他们产生负面影响，培训机构应该探讨学生学习问题的含义、病因和发生率。
