The Invisible Population of Students with Learning Disabilities in South Korea

Autor/inn/en	Shin, Mikyung; Choi, Nari
Titel	The Invisible Population of Students with Learning Disabilities in South Korea
Quelle	In: Intervention in School and Clinic, 57 (2022) 3, S.50-53 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Mikyung) ORCID (Choi, Nari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211014883
Schlagwörter	Students with Disabilities; Learning Disabilities; Dyslexia; At Risk Students; Disability Identification; Public Opinion; Misconceptions; Definitions; Special Education; Educational Legislation; Incidence; Evaluation Criteria; Inclusion; Foreign Countries; Elementary Secondary Education; South Korea + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Öffentliche Meinung; Missverständnis; Begriffsbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Vorkommen; Inklusion; Ausland; Korea; Republik
Abstract	Over the past decade, there has been a rapidly declining trend in the prevalence of students with learning disabilities in South Korea. In 2019, only 1.5% of students receiving special education support were identified as having learning disabilities. This column reports on three current issues related to learning disabilities to provide a greater understanding of this declining trend in South Korea: (a) the ongoing debate on the definition of students with learning disabilities, (b) the continuing disagreement on the identification criteria for students with learning disabilities, and (c) the public's limited understanding of learning disabilities. Suggestions for future directions are also discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01