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具体的学习困难:识别的差异.

Johny Daniel1, Julian Elliott1, Peter Tymms1

  • 1Durham University, UK.

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此摘要是机器生成的。

在英国,在识别特定学习困难 (SpLD) 方面存在差异. 具有英语作为附加语言 (EAL) 的学生和女孩不太可能被识别,这表明获得支持的机会不平等.

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英语作为一种额外的语言学习者学习英语.人类的性别性别性别性别性别性别标识 标识 标识 标识 标识学习障碍 学习障碍 学习障碍学校影响学校的影响.社会经济地位 社会经济地位特定的学习困难.

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科学领域:

  • 教育心理学教育心理学
  • 公共卫生 公共卫生
  • 教育社会学教育的社会学

背景情况:

  • 特定学习困难 (SpLD) 的识别对于学生的支持至关重要.
  • 现有的研究表明,在SpLD识别方面存在潜在的差异.
  • 了解这些差异是确保公平教育机会的关键.

研究的目的:

  • 调查英格兰6年级学生中SPLD识别的差异.
  • 检查影响SpLD识别的学生级和学校级因素.
  • 确定影响 SpLD 评估公平获取的系统性和上下文因素.

主要方法:

  • 多级逻辑回归模型应用于全国学生数据库记录.
  • 数据包括14800所学校的约54万名6年级学生.
  • 分析了学生和学校一级的预测因素,如学业成绩,EAL状态,性别和贫困.

主要成果:

  • 在学校之间观察到SpLD识别率的实质性差异.
  • 具有英语作为附加语言 (EAL) 的学生对SpLD识别的几率明显较低.
  • 平均贫困率较高的学校的女学生和学生也显示识别几率较低.

结论:

  • 系统性和上下文因素显著影响了SpLD的识别.
  • 在SPLD识别中的不公平可能会限制获得必要的评估和支持.
  • 需要进一步的研究和政策干预,以确保所有学习者的公平识别和支持.