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学习障碍儿童的特征及早期干预

Characteristics and Early Intervention of Children with Learning Disabilities

Psychology of China / 2024,6(3): 265-274 / 2024-03-18 403 4966

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• Authors: 张瑞瑛     
• Information:

  德瑞姆心理学院，上海

• Keywords: Learning disabilities; Characteristics; Influencing factors; Intervention 学习障碍；特征；影响因素；干预
• Abstract: Learning disability is a widespread neurodevelopmental disorder that causes individuals to havedifficulties in reading, spelling, language, mathematics, etc. Although these difficulties are not necessarilyrelated to an individual’s intellectual level, they can have long-term effects on their academic, social, andemotional development. This article first introduces different definitions of learning disabilities, thenoutlines the characteristics and pathological manifestations of children with learning disabilities, anddiscusses the influencing factors of learning disabilities. Finally, existing interventions are reviewed,including psychological intervention, educational intervention and medical intervention, and thearticle emphasizes the importance of personalized treatment. Additionally, future research directionsin learning disabilities are explored. In summary, learning disability is a complex problem that requiresthe consideration of multiple individual factors. Future research needs to continue to explore effectivematerials and intervention methods to provide better support for early identification and intervention oflearning disabilities. 学习障碍是一种广泛存在的神经发展障碍，导致个体在阅读，拼写，语言，数学等方面出现困难。尽管这些困难并不一定与个体的智力水平有关，但却可能对其学业、社交和情感发展产生长期影响。本文首先介绍了学习障碍的不同定义，其次概述了学习障碍儿童的特征及病理表现，讨论了学习障碍的影响因素。最后综述了现有的干预措施，包括心理干预、教育干预和医学干预，文章强调了个性化治疗的重要性。此外，还探讨了学习障碍的未来研究方向。总而言之，学习障碍是一个复杂的问题，需要综合考虑个体的多重因素。未来的研究需要继续探索有效的资料和干预方法，为学习障碍的早期识别和干预提供更好的支持。
• DOI: https://doi.org/10.35534/pc.0603029
• Cite: 张瑞瑛．学习障碍儿童的特征及早期干预［J］．中国心理学前沿，2024，6（3）：265-274．