Nichtsprachliche Lernstörung: Eine unspezifische oder richtungsweisende Klassifikation?
Abstract
Die nichtsprachliche Lernstörung stellt eine Subgruppe von Lernstörungen dar, die in Kanada und den USA in der praktischen Arbeit mit Kindern einen wichtigen Platz eingenommen hat. Die nichtsprachliche Lernstörung umfasst verschiedene kognitive Defizite, die sich primär auf visuelle und taktile Schwierigkeiten beziehen, aber auch Beeinträchtigungen in der Flexibilität des Denkens und der Psychomotorik berücksichtigen. Durch die Verwendung dieser Klassifikation ist es möglich, eine Gruppe von lerngestörten Kindern zu beachten, die in den internationalen Klassifikationsrichtlinien keine Entsprechung finden. Die Entwicklung, die Ursachen und die Diagnostik dieser Störung werden vorgestellt und kritisch beleuchtet. Der Nutzen dieser Klassifikation wird hinterfragt und auf der Basis aktueller diagnostischer Anforderungen diskutiert. Vorschläge für die Weiterentwicklung und Anpassung der Klassifikation an deutsche Standards werden vorgenommen.
The nonverbal learning disability is regarded as a subtype of learning disabilities. In Canada and the United States this subtype has already gained importance for clinical work with children, but it does not exist in the European scientific community. The nonverbal learning disability is described as a syndrome which includes primary cognitive deficits in visual and tactile perception as well as complex psychomotor skills, and difficulties in dealing with new material. Using this concept it is possible to identify a group of children with learning disabilities who are not classified in international classification guidelines such as ICD-10 or DSM-IV-TR. The development of these children and the etiology and the diagnosis of this disability are discussed. The advantage of this classification and adaption to German standards are presented.
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