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对成就压力因素的脆弱性:更多证据表明,学习障碍学生需要密集干预

Jessica M Namkung¹, Lynn S Fuchs^2,3

¹University of Delaware, Newark, USA.

Journal of learning disabilities

|November 11, 2024

概括

具有学习障碍 (LD) 的学生表现出对成就压力因素的脆弱性,影响学术进步. 密集干预有效地缩小了成就差距,比包容性指导更有效.

科学领域:

教育心理学教育心理学
特殊教育特殊教育
学习科学学习科学

背景情况:

对于学习障碍 (LD) 的学生来说,成绩差距仍然存在.
教育转变可能会加剧弱势学生群体的学术困难.
随着COVID-19的流行,教学连续性面临着独特的挑战.

研究的目的:

引入了"对成就压力因素的脆弱性"的概念.
提出一个方法框架来评估这种脆弱性.
使用特定的教育压力因素,检查LD学生的脆弱性.

主要方法:

定义了"对成就压力因素的脆弱性",并提出了一个评估框架.
利用了随机对照试验的数据,比较了包容性和密集性干预条件.
检查了应对共同核心国家标准和COVID-19流行病的脆弱性.

主要成果:

患有LD的学生表现出对成就压力因素的脆弱性,特别是在课程转变和流行病中断期间.
与包容性指导相比,强化干预条件在减轻脆弱性方面表现得更有效.
通过密集干预观察到,成就差距的显著缩小.

结论:

密集干预优于包容性教学,以解决LD学生对成就压力因素的脆弱性.
拟议的框架有助于识别和支持在教育过渡期间面临风险的学生.
有针对性的干预措施对于弥补LD学生持续的成绩差距至关重要.

关键词:

成绩差距,成就差距.取得成就的压力因素包容性包容性包容性这是一种集中的干预.学习障碍学习障碍学习障碍漏洞的脆弱性漏洞的脆弱性

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