Journal of Medicine and Life Science

  • 제19권1호
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  • Pages.1-7
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  • 2022
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  • 1738-1010(pISSN)
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  • 2671-4922(eISSN)
제주대학교 의과학연구소 (Institute for Medical Science)
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학습장애의 진단 평가와 교육학적 개입

Diagnostic evaluation and educational intervention for learning disabilities

  • 홍현미 (서울대학교 교육연구소)
  • Hong, Hyeonmi (Education Research Institute, Seoul National University)
  • 투고 : 2022.03.31
  • 심사 : 2022.04.19
  • 발행 : 2022.04.30
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초록

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

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참고문헌

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