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

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.

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 d ...[+++]isorder 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 complications | learning delays | learning difficulties | learning difficulty

leadership continuum [ Tannenbaum-Schmidt continuum ]

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

While we have extensive knowledge and information about second-language learning at the elementary and secondary levels, I believe this additional piece is essential in order for Canadians to have a complete continuum in second-language learning.

I am especially pleased to see your emphasis on the need to develop efficient and equitable policies for the whole life-long learning continuum and on the need to invest in education early, as investing in quality early-childhood and pre-primary education and care is shown to be the most effective way of breaking the cycle of disadvantage.

As the next section shows, pre-primary education has the highest rates of return of the whole lifelong learning continuum, especially for the most disadvantaged, and the results of this investment build up over time.

They should develop policies for the whole lifelong learning continuum which take full account of efficiency and equity in combination and in the long term, and which complement policies in related fields.