Traduction de «trouble d'apprentissage » (Français → Anglais) :

learning complications | learning delays | learning difficulties | learning difficulty

learning disability | LD [Abbr.]

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The disorder may precede, ...[+++]accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

Learning Disabilities Association of Canada [ LDAC | Canadian Association for Children and Adults with Learning Disabilities | Canadian Association for Children with Learning Disabilities ]

Learning Disabilities Association of Quebec [ LDAQ | Quebec Association for Children and Adults with Learning Disabilities | Quebec Association for Children with Learning Disabilities ]

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Learning Disabilities Association of Ontario

identify learning disorder | identifying learning disorders | ascertain learning disorders | identify learning disorders

provide training on e-learning | train the e-trainer

We urge you to demonstrate the same leadership and vision you have during the past few years by: ensuring that all teachers receive training on children with special needs before graduating from teacher preparation programs; making it mandatory that every Canadian child who falls behind by one year receives an assessment by a psychologist or educational psychologist; providing young offenders who have learning disabilities with targeted programs and support needed to help put a stop to criminal behaviour; supporting families who need to hire tutors, send their children to remedial classes or buy specialized software for their children ...[+++]; investing in research to help identify environmental contaminants that affect neurological development of the fetus and the young infant; encouraging Finance Canada to work with the Learning Disabilities Association of Canada to clarify and improve the disability tax credit guidelines where learning disabilities are involved.

I am proud to report that the Learning Disabilities Association of New Brunswick hosted a conference last May in Fredericton. Over 150 parents, young adults with learning disabilities, teachers and other professionals attended this conference to become better informed about teaching, parenting and coping strategies for children and adults with learning disabilities and attention disorders — the two are often combined.

O. whereas in most European Union countries there has been a move from long-term institutionalised care, both for children with developmental and behavioural problems which jeopardise their normal development, particularly in the educational sphere, and for adults with chronic and severe disorders and for those with learning disabilities, towards supported community living, but whereas this has been without proper planning and resourcing of community services,

O. whereas in most European Union countries there has been a move from long-term institutionalised care, both for children with developmental and behavioural problems which jeopardise their normal development, particularly in the educational sphere, and for adults with chronic and severe disorders and for those with learning disabilities, towards supported community living, but whereas this has been without proper planning and resourcing of community services,