学习能力对于一个人的成长来说是至关重要的，然而有这样一些孩子由于脑神经结构和功能的不同，使得他们无法用与其他人一样的学习方式学习。虽然他们的智力正常、有的还是超常智商，但是他们却在阅读、书写、拼字、表达、计算等方面出现或多或少的学习困难的问题，我们把这种症状称为学习障碍。目前社会上对学习障碍的含糊定论及错误认识，使得学习障碍儿童常常遭到误解，甚至受到不公平地待遇，这对这类儿童的心理健康及人格的形成都造成了巨大的伤害。长期以来人们对学生学习落后的归因分为或是努力不够或是先天愚笨，他们不了解学习障碍儿童其实并不是因为笨、懒或是学习不认真而导致学习成绩不良，而是因为脑神经结构和功能的不同，使得他们无法用同样的学习方式学习。在学校里，一些教师仅仅是凭经验对学习障碍儿童进行表面上的思想教育，而没有意识到必须深入地对其实施针对性的教育才能使其得到缓解。在当前的教育中，针对在普通班级中的学习障碍儿童，如何帮助他们进行学习，缩小其与其他学生的差距，是一个仍待解决的问题。 本论文从国际学校的教育背景下入手，在与班主任教师紧密合作的前提下，将学习障碍学生的各种问题聚焦于课堂之上，对学习障碍学生在课堂上的种种表现及形成的原因做了进一步的分析探讨；同时在尊重和明确这类学生的个体差异的前提下，在普通班级的教育环境中，采用行动研究的方式，通过对三个典型具有学习障碍儿童的个性化干预教学，帮助教师、家长更深入地认识学习障碍儿童，了解他们的差异，发掘他们不同的教育需要，并根据不同的需求进行引导，力求为学习障碍儿童提供针对性的教育，从而使其得到改善。研究表明，对三名学习障碍儿童为期两个半月的个性化干预教学能够使他们在学业上都有不同程度的提高，同时有效改善了研究对象的课堂行为问题。研究结论认为，个性化干预教学对于学习障碍儿童的学业以及行为都有着积极的促进作用，它的出现对于班级教学而言是一个很好的辅助和补充，它弥补了正常教学中不能满足的空白，做到了因材施教的教育。

Learning ability, so as to its word meaning, playing a crucial role in the personal growth, however, some children may experience a different way in learning due to their exceptional cranial nerves and brain function. They have normal intelligence, some of them even reach the extraordinary, but they perform some sort of difficulties on the skills as reading, writing, spelling, expressing and calculating etc… We call it Learning Disabilities. The ambiguous conclusion, along with the wrong interpretion of the definition on Learning Disabilities caused this group of children suffering from misunderstanding and even unfairly treating, their psychological health and personality formation are greatly harmed. Over the years, it is believed that children who do not achieve good academic results don’t try hard or don’t have the ability. This prejudiced view deeply rooted because people don’t understand this kind of children whose brain structure and function differently from the majorities, the normal teaching and learning methods do not apply on them. In some schools, teachers carry out a rather rigid and ideological education on those LD children, unaware of the targeted teaching is the only way to help these children lightening the pressure from being learning disabilities. How to help these children taking a proper education in a regular class; narrowing the gap between other children, is still a problem to be tackled in today’s education. In this study, comprehension interventions carried out in an International School setting. Researchers and classroom teachers work closely focusing on all kinds of learning difficulties appeared on LD children, discussing and analyzing the various performance that have been showed by these children in the classrooms and the reason further. The individual tailored Comprehension Intervention has been implementing on three different types of LD children who have been studying in a normal classroom, which helps teachers and parents to understand better about the difference between the LD children and others, find out different type of education they need, and provide the targeted education to them to improve their learning. The individualized intervention which lasts for 2 and half months proves that the intervention effectively improves the children’s learning abilities and reduces behavior problems. The research study concludes that the individualized intervention has a positive role in promoting LD children’s learning and behavior; it is a very good complementary for class teaching, making up for the gap which the class teaching does not meet and provides the teaching according to the student's ability.