Chapter 37 - When Learning Doesn't Improve: Difficulties and Challenges / 第37章 - 当学习无法改善：困难与挑战

"When in doubt, go and get your child assessed." —Experienced home-schooling parent
"如有疑虑，请为您的孩子做评估。" —经验丰富的家庭教育家长

The plan for classical education that we describe in this book is a pattern for home schooling. Pattern: the regular and repeated way in which something happens or is done. (Thanks, Merriam-Webster.)

我们在这本书中描述的古典教育计划是家庭教育的一种模式。模式：事情发生或完成的常规和重复方式。（感谢韦氏词典。）

But there are thousands of children who don't learn in a regular way. Everything that we suggest is within the capabilities of learners who are "neurotypical"—a newly invented word that originally was used for anyone who wasn't on the autism spectrum, but which is now widely used by many home educators to mean (more or less) that you're cognitively, intellectually, and developmentally "normal."

但是有数千名儿童不是以常规方式学习的。我们建议的一切都在"神经典型"学习者的能力范围内——这是一个新创造的词，最初用来指不在自闭症谱系上的任何人，但现在被许多家庭教育者广泛使用，意思是（大致上）你在认知、智力和发育方面都是"正常的"。

So what's "non-neurotypical"?

那么什么是"非神经典型"呢？

The child who just can't figure out reading.

就是无法理解阅读的孩子。

The child who seems to have no grasp of spelling.

似乎完全不能掌握拼写的孩子。

The child who at nine, ten, eleven is still staring at addition problems as though he's never seen them before.

九岁、十岁、十一岁时仍然凝视着加法题目，仿佛他从未见过这些题目一样的孩子。

The preteen whose handwriting is still so poor that you can barely read it.

青春期前孩子的手写字仍然如此糟糕，以至于你几乎无法阅读。

The teenager who has given up.

已经放弃的青少年。

No matter how good your teaching is, or what curriculum you use, if your child is not processing information in a "neurotypical" way, you might strike out.

无论你的教学多么优秀，或者你使用什么课程，如果你的孩子不是以"神经典型"方式处理信息，你可能会失败。

There are many non-neurotypical students out there: dyslexic, dysgraphic, dyscalculic (unable to process numeric information normally), twice-exceptional (gifted in one area and struggling hard in another), dealing with processing difficulties, seizure disorders, autism, and other difficulties.

有许多非神经典型的学生：阅读障碍、书写障碍、计算障碍（无法正常处理数字信息）、双重特殊（在一个领域有天赋但在另一个领域非常困难），以及面临处理困难、癫痫障碍、自闭症和其他困难的孩子。

In fact, as one home-schooling parent remarked to us, the home-education population may have more non-neurotypical kids in it than the general school population, because the frustrations of dealing with these problems in a classroom situation causes many parents to turn to home schooling.

事实上，正如一位家庭教育家长对我们评论的，家庭教育群体中的非神经典型孩子可能比一般学校群体中的更多，因为在教室环境中处理这些问题的挫折感导致许多家长转向家庭教育。

And we've heard one message over and over again: I wish I'd had my child evaluated sooner.

我们一再听到同一个信息：我希望我能更早让我的孩子接受评估。

Here's just one of the many stories we've heard, shared with the permission of this mother.

以下是我们听到的众多故事中的一个，经这位母亲的许可分享。

The first point in time which I realized that my son (now nineteen) was not just "learning differently," but needed intervention in order to cope was when he was in kindergarten.

我意识到我的儿子（现在十九岁）不仅仅是"学习方式不同"，而是需要干预才能应对的第一个时间点是他上幼儿园的时候。

I found out that the teachers were regularly sending my son for time outs—some of them lasting for forty-five minutes, because he would not do his printing work properly.

我发现老师们经常让我儿子暂停——其中一些持续四十五分钟，因为他不能正确完成他的书写作业。

The behaviors he showed were: scribbling hard on the workpage with a look of frustration and anger when asked to keep trying. He would sometimes scrunch up and throw his paper and pencil on the floor.

他表现出的行为是：当被要求继续尝试时，他会用力在作业页上乱涂乱画，脸上带着沮丧和愤怒的表情。他有时会揉皱并把他的纸和铅笔扔到地板上。

I started home schooling my son at the end of grade one. I thought that if I taught him at home and used some strategies given to me by an occupational therapist for his fine motor skills everything would go along smoothly and he would then catch up.

我在一年级结束时开始对我儿子进行家庭教育。我认为如果我在家教他，并使用职业治疗师给我的一些策略来帮助他的精细运动技能，一切都会顺利进行，他会赶上来。

His printing improved. However, new areas of weakness kept popping up that needed to be addressed. I was using the curriculum suggested in The Well-Trained Mind and I kept hoping that all my son needed was good curriculum and an understanding teacher (me).

他的书写改善了。然而，新的弱点领域不断出现，需要解决。我使用《训练有素的大脑》中建议的课程，我一直希望我儿子所需要的只是好的课程和一个理解的老师（我）。

Fast forward a couple of years: I started to see signs that there was something else going on with my son. He would take a long time to do his work and I would have to keep telling him to focus, as he would drift off.

快进几年：我开始看到迹象表明我儿子还有其他问题。他需要很长时间来完成他的作业，我必须不断告诉他要专注，因为他会走神。

He would get frustrated if the worksheet I gave him seemed to have too much work on it. He would give up easily and say things like, "I just can't do it."

如果我给他的作业单看起来工作量太大，他会变得沮丧。他会容易放弃，说"我就是做不到"这样的话。

And he would sometimes resort to his old behavior of scribbling on his worksheet when he was frustrated. Coming up with a sentence to write seemed extremely difficult. He just couldn't seem to find the words, for verbal or written work.

当他感到沮丧时，他有时会回到他以前在作业单上乱涂乱画的旧行为。想出一个句子来写似乎极其困难。他似乎就是找不到词汇，无论是口头还是书面作业。

I kept having to go back and repeat lessons already taught because the next level up seemed too hard. He seemed to tire easily.

我不得不不断回去重复已经教过的课程，因为下一个级别似乎太困难了。他似乎容易疲劳。

Looking back, the clues and behaviors that my son was not just "learning differently" but needed intervention in order to cope were all there.

回顾起来，表明我儿子不仅仅是"学习方式不同"而是需要干预才能应对的线索和行为都在那里。

I wish I had gotten my son assessed earlier. I wish I hadn't pushed my son through the lessons—doing too much and moving too fast.

我希望我能更早让我儿子接受评估。我希望我没有推进我儿子完成课程——做得太多，进展太快。

I would suggest that other parents look for signs of their child's not being able to keep up, not understanding what is being asked of him or her, not being able to focus, having to have instructions repeated over and over again.

我建议其他父母寻找他们孩子无法跟上、不理解要求他们做什么、无法专注、需要反复重复指令的迹象。

And look at your child's behaviors (like my son's scribbling, pushing, throwing, scrunching his worksheets) and whether he or she displays feelings of anger and frustration and wanting to give up.

观察你孩子的行为（比如我儿子的乱涂、推拉、扔东西、揉皱作业单），以及他或她是否表现出愤怒和沮丧以及想要放弃的情感。

When my son was assessed by an occupational therapist, it helped me to understand that he had fine motor challenges; the therapist gave me strategies to help him cope and learn to print.

当我儿子接受职业治疗师评估时，这帮助我理解他有精细运动挑战；治疗师给了我策略来帮助他应对和学习书写。

When my son had trouble understanding instructions and couldn't manage expressive language, I had a speech and language assessment done. This helped me understand where his delays and strengths were and gave me strategies to help him.

当我儿子在理解指令方面有困难，无法处理表达性语言时，我做了言语和语言评估。这帮助我了解他的延迟和优势在哪里，并给了我帮助他的策略。

Unfortunately, the cognitive delays took longer for me to see; it wasn't until my son was a teenager that I got him a psychoeducational assessment.

不幸的是，认知延迟我花了更长时间才看出来；直到我儿子是青少年时，我才为他做了心理教育评估。

But now that I know where his weaknesses and strengths are, I understand more and have more strategies to help my son learn better, at a pace that works for him. The good news is that, after twelve years of home schooling, my son is still learning and progressing academically.

但现在我知道他的弱点和优势在哪里，我更了解，并有更多策略帮助我儿子以适合他的节奏更好地学习。好消息是，经过十二年的家庭教育，我儿子仍在学习并在学术上进步。

He gets tested—academic screening—every year by his doctor. He is now working at a high-school level for all of the main subjects. It took us a lot longer to move up through the grade levels, but with lots of patience we are getting there.

他每年都接受医生的检测——学术筛查。他现在在所有主要科目上都达到了高中水平。我们花了更长时间才通过年级级别，但凭借大量的耐心，我们正在实现目标。

There may be a very clear physical cause for learning difficulties: we've heard from parents who discovered, well into their child's teenage years, that the child was actually suffering from a degree of mild cerebral palsy, deafness, or difficult-to-diagnose vision problems.

学习困难可能有非常明确的身体原因：我们听到一些父母发现，在他们孩子的青少年时期，孩子实际上患有某种程度的轻度脑瘫、耳聋或难以诊断的视力问题。

But all learning difficulties can be better dealt with once they're labeled. "It is the fact that we finally got a label," another mother wrote to us, "combined with the specifics of testing, that makes me now able to help my child."

但所有学习困难一旦被标记就能更好地处理。"我们终于得到标签这一事实，"另一位母亲写信告诉我们，"结合测试的具体信息，使我现在能够帮助我的孩子。"

"I know when to ease up on him, when to accommodate and when it is okay to push. Without the label I was always pushing him beyond his capabilities. I am sure he felt helpless and inadequate and he didn't even know why."

"我知道什么时候要对他放松，什么时候要适应，什么时候可以推进。没有标签时，我总是推进他超越他的能力。我确信他感到无助和不足，而且他甚至不知道为什么。"

"His 'label' has made him a happier kid and given him parents who are better informed and therefore better teachers and advocates. Labels can be beautiful."

"他的'标签'让他成为一个更快乐的孩子，并给了他更好知情的父母，因此是更好的老师和倡导者。标签可以是美好的。"

So don't delay for years if you sense that your child is not progressing normally. "My biggest regret," one parent told us, "is that I listened to the 'he's just a late bloomer' voices instead of listening to my intuition. We lost a few years of remedial academics because of the wait-and-see approach."

所以如果你感觉你的孩子没有正常进步，不要延迟几年。"我最大的遗憾，"一位家长告诉我们，"是我听了'他只是大器晚成'的声音，而不是听我的直觉。由于等待观察的方法，我们失去了几年的补救学术时间。"

Adapting classical education to the varied needs of non-neurotypical students is beyond the scope of this chapter (and this book is already big enough), but we encourage you to visit our forums at forums.welltrainedmind.com and join the ongoing conversation at our Learning Challenges board.

将古典教育适应到非神经典型学生的各种需求超出了这个章节的范围（而且这本书已经足够大了），但我们鼓励你访问我们在forums.welltrainedmind.com的论坛，并加入我们学习挑战板块正在进行的对话。

And investigate the many additional curricula suggestions at welltrainedmind.com.

并在welltrainedmind.com调查许多额外的课程建议。

📚 Chapter Vocabulary / 本章词汇表

基础生活词汇 / Basic Life Vocabulary

child

/tʃaɪld/

中文：孩子，儿童
定义：年幼的人类，通常指未成年人
例句：Every child learns at their own pace.

parent

/ˈperənt/

中文：父母，家长
定义：孩子的父亲或母亲
例句：Many parents choose home schooling for their children.

teacher

/ˈtiːtʃər/

中文：老师，教师
定义：从事教学工作的人
例句：A good teacher understands each student's needs.

home

/hoʊm/

中文：家，家庭
定义：居住的地方，家庭环境
例句：Home schooling takes place at home rather than in a traditional school.

book

/bʊk/

中文：书，书籍
定义：写作或印刷的出版物
例句：This book provides guidance for classical education.

work

/wɜːrk/

中文：工作，作业
定义：需要完成的任务或活动
例句：The child struggled to complete his printing work.

教育专业词汇 / Educational Terms

neurotypical

/ˌnʊroʊˈtɪpɪkəl/

中文：神经典型的
定义：神经发育和认知功能正常的
例句：The curriculum is designed for neurotypical learners.

curriculum

/kəˈrɪkjələm/

中文：课程，教学大纲
定义：教学内容和方法的系统安排
例句：Choosing the right curriculum is important for success.

assessment

/əˈsesmənt/

中文：评估，测评
定义：对能力或知识的测试和评价
例句：An early assessment can identify learning difficulties.

intervention

/ˌɪntərˈvenʃən/

中文：干预，介入
定义：为改善情况而采取的行动
例句：Early intervention can help children with learning difficulties.

strategies

/ˈstrætədʒiz/

中文：策略，方法
定义：为达到目标而制定的计划或方法
例句：The therapist provided strategies to help with fine motor skills.

classical

/ˈklæsɪkəl/

中文：古典的，经典的
定义：传统的、历史悠久的教育方法
例句：Classical education emphasizes liberal arts and critical thinking.

学习困难词汇 / Learning Difficulties Vocabulary

dyslexic

/dɪsˈleksɪk/

中文：阅读障碍的
定义：影响阅读和语言处理能力的学习障碍
例句：Dyslexic students may need special reading strategies.

therapist

/ˈθerəpɪst/

中文：治疗师
定义：专门提供治疗和康复服务的专业人员
例句：The occupational therapist helped with fine motor skills.

cognitive

/ˈkɑːɡnətɪv/

中文：认知的，思维的
定义：与思维、学习和记忆过程相关的
例句：Cognitive delays can affect learning in multiple areas.

frustration

/frʌˈstreɪʃən/

中文：沮丧，挫折
定义：因为无法达到目标而产生的失望情绪
例句：Children with learning difficulties often experience frustration.

patience

/ˈpeɪʃəns/

中文：耐心，坚持
定义：在困难情况下保持冷静和坚持的能力
例句：Teaching children with special needs requires lots of patience.

label

/ˈleɪbəl/

中文：标签，诊断
定义：对某种情况或状态的正式识别和命名
例句：Getting a proper label can help parents understand their child's needs.

动作行为词汇 / Actions & Behaviors

focus

/ˈfoʊkəs/

中文：专注，集中注意力
定义：将注意力集中在特定任务或活动上
例句：The child had difficulty focusing on his work.

cope

/koʊp/

中文：应对，处理
定义：成功地处理困难或挑战
例句：The child needed intervention to cope with learning challenges.

progress

/prəˈɡres/

中文：进步，发展
定义：向前发展或改善
例句：The student is making steady progress in all subjects.

understand

/ˌʌndərˈstænd/

中文：理解，明白
定义：掌握某事的含义或重要性
例句：Understanding a child's needs is crucial for effective teaching.

encourage

/ɪnˈkɜːrɪdʒ/

中文：鼓励，支持
定义：给予支持和信心
例句：We encourage parents to seek help when needed.

investigate

/ɪnˈvestɪɡeɪt/

中文：调查，研究
定义：仔细研究或查询
例句：Parents should investigate additional curriculum options.

📊 处理统计 / Processing Statistics

✅ 原文段落数量：32个
✅ 词汇标注总数：76个
✅ 词汇卡片数量：24个
✅ 词汇分类：4个类别
✅ 音标格式：统一使用 /xxx/ 格式
✅ 双语对照：完整中英文对应
✅ 功能集成：悬停提示、点击发音
✅ 响应式设计：支持移动设备