Literaturnachweis - Detailanzeige
Autor/inn/en | Shin, Mikyung; Choi, Nari |
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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 |
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 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 |