美国学习障碍儿童评估的发展趋势及启示
——基于过程和方法的分析

J4 ›› 2016, Vol. 1 ›› Issue (7): 94-100.

• 国际交流-海外教育 • 上一篇

美国学习障碍儿童评估的发展趋势及启示
——基于过程和方法的分析

（丽江师范高等专科学校，云南丽江674100）

收稿日期:2016-02-10 出版日期:2016-07-15 发布日期:2016-07-15
作者简介:李方璐，助教，主要从事特殊教育学和教育人类学研究.

Assessment Development Trends and Revelations of Children with Learning Disability in
the United States: An Analysis Based on Process and Strategy

（Lijiang Teachers College, Lijiang, Yunnan 674100, China）

Received:2016-02-10 Online:2016-07-15 Published:2016-07-15

摘要/Abstract

摘要：

在美国，学习障碍儿童评估的发展趋势是越来越强调过程和方法在整个评估活动中的重要价值。干预-反应方法
（RTI）和“第三种方法”都体现了学习障碍评估的“过程取向”；评估方法上，领域评估方法的结合和全面评估的理念正成为学
习障碍评估的主流。美国学习障碍儿童评估的发展对我国学习障碍的研究应是有益的借鉴。

关键词: 学习障碍, 干预-反应方法（RTI）, 认知过程, 全面评估

Abstract:

The assessment of children with learning disability（LD）in the United States has paid much more attention on the process
and strategy. Response to Intervention（RTI）and the "third way" both reflect the process- oriented trend of learning disability
assessment. As to the assessment strategy, a combination of multidisciplinary assessment methods and the idea of comprehensive
assessment are getting attention. The development of LD assessment should be a useful reference for the study of LD in China.

Key words: learning disability, Response to Intervention（RTI）, cognitive process, comprehensive assessment

中图分类号:

G515

李方璐. 美国学习障碍儿童评估的发展趋势及启示
——基于过程和方法的分析[J]. J4, 2016, 1(7): 94-100.

Li Fanglu. Assessment Development Trends and Revelations of Children with Learning Disability in
the United States: An Analysis Based on Process and Strategy[J]. J4, 2016, 1(7): 94-100.

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美国学习障碍儿童评估的发展趋势及启示
——基于过程和方法的分析

Assessment Development Trends and Revelations of Children with Learning Disability in
the United States: An Analysis Based on Process and Strategy

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美国学习障碍儿童评估的发展趋势及启示
——基于过程和方法的分析

Assessment Development Trends and Revelations of Children with Learning Disability in
the United States: An Analysis Based on Process and Strategy