Children With Learning Disabilities From Special Education Targets Far?

Nowadays, Learning Disability (LD) has drawn great attention of teachers, parents and professionals in psychology, pedagogy, medicine, etc. There is no doubt that we view Learning Disability as a special group academically, but it still outside the scope of special education legally. So when children with learning disabilities can be identified as the special education object legally? In this text, the writer use the method of "qualitative research" to give a fully analysis to this problem. The whole text is divided into eight parts.The first part shows the reason for the problem, research background and the significance of question proposed. It also introduces the research design and methods of this paper briefly on the basis of the study of literature. Using the self-made questionnaire to investigate children with learning disabilities, and their parents, teachers as well as the leaders in school. Besides, applying the interview method to interview leaders and teachers in school, in order to make up for the deficiency of the self-made questionnaire, and fully reflect the research problem.The second part reviews the research course of LD at home and abroad, fully introduces the legislative process in America, England and Taiwan, also summarizes the problems and shortages of LD Research in our country, including the confusion of concept of LD, the disunity of assessment criteria, and the shortage of course construction and paucity of research in policy and legislation.The third part is the theoretical discussion of LD, in this part, it introduces typical definitions of LD at home and aboard, also defines those children who are LD academically and operationally in this study. In addition, this paper introduces some major theories in LD research area, such as ability defects theory, skills defects theory, metacognition defects theory, and also some studies of psychological and behavior characteristics of children with learning disability at home and aboard. Thus drawing the conclusion that the current study has not reveal the core deficit of LD, it largely affected the accuracy of the legislation for the LD.The fourth part takes use of qualitative research methods to investigate the current school education status of the LD, and analyzes the findings of the investigation, reveals the current educational conditions of the children with learning disabilities in elementary school.1. The children with learning disabilities cannot receive full attention from teachers.2. The children with learning disabilities cannot obtain special care on teaching.3. The children with learning disabilities are lack of IEP.4. The children with learning disabilities cannot accept the special education. Besides, the investigation also finds these problems that the people including the leaders and teachers in school and the parents of these children with learning disabilities misunderstand the LD widely, such as they often confuse the concept, dimness the reasons and overstate the dimension of the LD.The fifth part discusses the significance of the legislation for the LD. The first, it can ensure the equal rights to education for the children with learning disability; The second, it guarantee the rights of the parents of children with learning disability to participate the school education; The third, it can improve social harmony; The last, it meet the international trend.The sixth part analyzes the feasibility and limitations of Learning Disabilities legislation in China. There are three areas for feasibility, firstly, that the concern of the LD in academic fields remains high; Secondly, the economic conditions of our country is very good; Thirdly, it can be strongly promoted by the educational ideas. There are also three areas for limitations, firstly, in theory, the discussion on core deficit of LD is insufficient; Secondly, in reality, people don’t understand the LD; Thirdly, the right-protection awareness of the parents of the LD is very weak.The seventh part analyzes the influence factors of Learning Disabilities legislation in the foreign countries and Taiwan from three aspects, including political factors, organizational factors and social factors; and it also analyses the enlightenments from their Learning Disabilities legislation, the first, continuing to promote the concept of education fair; the second, increasing the financial input to the LD; the third, strengthening research on the LD; the fourth, establishing learning disabilities professional bodies; the fifth, fully mobilizing the concerning of community.The eighth part make some recommendations to family, school and government through combining the findings of investigation.