Page 291 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 291
learning difficulties and esl
In the USA, the term “learning disability” has a different meaning.
Learning disability is used there to cover several specific learning disor-
ders particularly in relation to reading, writing and maths, such as dyslexia,
dyspraxia and dyscalculia. The terms “intellectual disabilities” and “mental
retardation” are commonly used as labels to describe what in the UK would
be understood as learning disabilities (Hardie & Tilly, 2012).
In France, Law no. 2005-102 of 11 February 2005 (Art. L. 114 of the
Social Action and Families Code) defines disability in the following man-
ner: “What constitutes a disability, in the present law’s meaning, is any lim-
itation of a person’s activity or limitation of participation in social life in
their environment because of a substantial, lasting or definitive alteration
of one or several physical, sensory, mental, cognitive or psychological func-
tions, a multi-disability or debilitating health problem” (Eurydice, n.d.).
Regarding the definitions presented above, this is a much broader descrip-
tion since it includes the entire scope of impairments and is considered in
such a way that includes all different special (educational) needs.
In Germany, predominantly the term “learning disabilities” is de-
scribed. Despite the literal translation of the term “learning disabilities”
and the significant historical German-European contributions to the
American concept of learning disabilities, Lernbehinderung has little in
common with the American concept of learning disability. In describing
the German school population with Lernbehinderung, four special edu-
cation populations are emerging: (a) students having school achievement
problems with different causes, including poor teaching; (b) deficits in cog-
nitive functions (low IQ); (c) specific learning disabilities (perception-pro-
cessing disorders); and (d) sociocultural or socioeconomic deprivation
(Opp, 1992). Also in the German context, Büttner and Hasselhorn (2011)
state that students with difficulties in specific cognitive processes and aca-
demic achievement with otherwise normal levels of intellectual function-
ing are classified as having a learning disability. This indicates that more
contemporary definitions at least partly exclude the above-mentioned defi-
cits in cognitive functions.
Regarding the definitions described above, it is evident that it is diffi-
cult to recognise the same sample of students in different national contexts
when considering the terms used in the analyses. Nevertheless, some re-
semblance has emerged such as distinguishing between students with aver-
age intellectual functioning and those with impairments to their intellec-
tual functioning.
291
In the USA, the term “learning disability” has a different meaning.
Learning disability is used there to cover several specific learning disor-
ders particularly in relation to reading, writing and maths, such as dyslexia,
dyspraxia and dyscalculia. The terms “intellectual disabilities” and “mental
retardation” are commonly used as labels to describe what in the UK would
be understood as learning disabilities (Hardie & Tilly, 2012).
In France, Law no. 2005-102 of 11 February 2005 (Art. L. 114 of the
Social Action and Families Code) defines disability in the following man-
ner: “What constitutes a disability, in the present law’s meaning, is any lim-
itation of a person’s activity or limitation of participation in social life in
their environment because of a substantial, lasting or definitive alteration
of one or several physical, sensory, mental, cognitive or psychological func-
tions, a multi-disability or debilitating health problem” (Eurydice, n.d.).
Regarding the definitions presented above, this is a much broader descrip-
tion since it includes the entire scope of impairments and is considered in
such a way that includes all different special (educational) needs.
In Germany, predominantly the term “learning disabilities” is de-
scribed. Despite the literal translation of the term “learning disabilities”
and the significant historical German-European contributions to the
American concept of learning disabilities, Lernbehinderung has little in
common with the American concept of learning disability. In describing
the German school population with Lernbehinderung, four special edu-
cation populations are emerging: (a) students having school achievement
problems with different causes, including poor teaching; (b) deficits in cog-
nitive functions (low IQ); (c) specific learning disabilities (perception-pro-
cessing disorders); and (d) sociocultural or socioeconomic deprivation
(Opp, 1992). Also in the German context, Büttner and Hasselhorn (2011)
state that students with difficulties in specific cognitive processes and aca-
demic achievement with otherwise normal levels of intellectual function-
ing are classified as having a learning disability. This indicates that more
contemporary definitions at least partly exclude the above-mentioned defi-
cits in cognitive functions.
Regarding the definitions described above, it is evident that it is diffi-
cult to recognise the same sample of students in different national contexts
when considering the terms used in the analyses. Nevertheless, some re-
semblance has emerged such as distinguishing between students with aver-
age intellectual functioning and those with impairments to their intellec-
tual functioning.
291
