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Monday, September 27, 2021

Historical negationism

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Historical_negationism

Historical negationism, also called denialism, is falsification or distortion of the historical record. It should not be conflated with historical revisionism, a broader term that extends to newly evidenced, fairly reasoned academic reinterpretations of history. In attempting to revise the past, illegitimate historical revisionism may use techniques inadmissible in proper historical discourse, such as presenting known forged documents as genuine, inventing ingenious but implausible reasons for distrusting genuine documents, attributing conclusions to books and sources that report the opposite, manipulating statistical series to support the given point of view, and deliberately mistranslating texts.

Some countries, such as Germany, have criminalized the negationist revision of certain historical events, while others take a more cautious position for various reasons, such as protection of free speech; others mandate negationist views, such as California and Japan, where schoolchildren are explicitly prevented from learning about the California genocide and Japanese war crimes, respectively. Notable examples of negationism include Holocaust denial, Armenian genocide denial, the Lost Cause of the Confederacy, the myth of the clean Wehrmacht, Japanese history textbook controversies, and historiography in the Soviet Union during the Stalin era. Some notable historical negationists include Arthur Butz, David Irving, and Shinzo Abe. In literature, the consequences of historical negationism have been imaginatively depicted in some works of fiction, such as Nineteen Eighty-Four, by George Orwell. In modern times, negationism may spread via new media, such as the Internet.

Origin of the term

The term negationism (négationnisme) was first coined by the French historian Henry Rousso in his 1987 book The Vichy Syndrome which looked at the French popular memory of Vichy France and the French Resistance. Rousso posited that it was necessary to distinguish between legitimate historical revisionism in Holocaust studies and politically motivated denial of the Holocaust, which he termed negationism.

Purposes

Usually, the purpose of historical negation is to achieve a national, political aim, by transferring war-guilt, demonizing an enemy, providing an illusion of victory, or preserving a friendship. Sometimes the purpose of a revised history is to sell more books or to attract attention with a newspaper headline. The historian James M. McPherson said that negationists would want revisionist history understood as, "a consciously-falsified or distorted interpretation of the past to serve partisan or ideological purposes in the present".

Ideological influence

The principal functions of negationist history are the abilities to control ideological influence and to control political influence. In "History Men Battle over Britain's Future", Michael d'Ancona said that historical negationists "seem to have been given a collective task in [a] nation's cultural development, the full significance of which is emerging only now: To redefine [national] status in a changing world". History is a social resource that contributes to shaping national identity, culture, and the public memory. Through the study of history, people are imbued with a particular cultural identity; therefore, by negatively revising history, the negationist can craft a specific, ideological identity. Because historians are credited as people who single-mindedly pursue truth, by way of fact, negationist historians capitalize on the historian's professional credibility, and present their pseudohistory as true scholarship. By adding a measure of credibility to the work of revised history, the ideas of the negationist historian are more readily accepted in the public mind. As such, professional historians recognize the revisionist practice of historical negationism as the work of "truth-seekers" finding different truths in the historical record to fit their political, social, and ideological contexts.

Political influence

History provides insight into past political policies and consequences, and thus assists people in extrapolating political implications for contemporary society. Historical negationism is applied to cultivate a specific political myth, sometimes with official consent from the government, whereby self-taught, amateur, and dissident academic historians either manipulate or misrepresent historical accounts to achieve political ends. Since the late 1930s in the Soviet Union, the ideology of the Communist Party of the Soviet Union and historiography in the Soviet Union treated reality and the party line as the same intellectual entity, especially in regards to the Russian Civil War and peasants rebellions; Soviet historical negationism advanced a specific, political, and ideological agenda about Russia and its place in world history.

Techniques

Historical negationism applies the techniques of research, quotation, and presentation for deception of the reader and denial of the historical record. In support of the "revised history" perspective, the negationist historian uses false documents as genuine sources, presents specious reasons to distrust genuine documents, exploits published opinions by quoting out of historical context, manipulates statistics, and mistranslates texts in other languages. The revision techniques of historical negationism operate in the intellectual space of public debate for the advancement of a given interpretation of history and the cultural perspective of the "revised history". As a document, the revised history is used to negate the validity of the factual, documentary record, and so reframe explanations and perceptions of the discussed historical event, to deceive the reader, the listener, and the viewer; therefore, historical negationism functions as a technique of propaganda. Rather than submit their works for peer review, negationist historians rewrite history and use logical fallacies to construct arguments that will obtain the desired results, a "revised history" that supports an agenda – political, ideological, religious, etc.

In the practice of historiography, the British historian Richard J. Evans describes the technical differences, between professional historians and negationist historians, commenting: "Reputable and professional historians do not suppress parts of quotations from documents that go against their own case, but take them into account, and, if necessary, amend their own case, accordingly. They do not present, as genuine, documents which they know to be forged, just because these forgeries happen to back up what they are saying. They do not invent ingenious, but implausible, and utterly unsupported reasons for distrusting genuine documents, because these documents run counter to their arguments; again, they amend their arguments, if this is the case, or, indeed, abandon them altogether. They do not consciously attribute their own conclusions to books and other sources, which, in fact, on closer inspection, actually say the opposite. They do not eagerly seek out the highest possible figures in a series of statistics, independently of their reliability, or otherwise, simply because they want, for whatever reason, to maximize the figure in question, but rather, they assess all the available figures, as impartially as possible, to arrive at a number that will withstand the critical scrutiny of others. They do not knowingly mistranslate sources in foreign languages to make them more serviceable to themselves. They do not willfully invent words, phrases, quotations, incidents and events, for which there is no historical evidence, to make their arguments more plausible."

Deception

Deception includes falsifying information, obscuring the truth, and lying to manipulate public opinion about the historical event discussed in the revised history. The negationist historian applies the techniques of deception to achieve either a political or an ideological goal, or both. The field of history distinguishes among history books based upon credible, verifiable sources, which were peer-reviewed before publication; and deceptive history books, based upon unreliable sources, which were not submitted for peer review. The distinction among types of history books rests upon the research techniques used in writing a history. Verifiability, accuracy, and openness to criticism are central tenets of historical scholarship. When these techniques are sidestepped, the presented historical information might be deliberately deceptive, a "revised history".

Denial

Denial is defensively protecting information from being shared with other historians, and claiming that facts are untrue, especially denial of the war crimes and crimes against humanity perpetrated in the course of the World War II (1939–45) and the Holocaust (1933–45). The negationist historian protects the historical-revisionism project by blame shifting, censorship, distraction, and media manipulation; occasionally, denial by protection includes risk management for the physical security of revisionist sources.

Relativization and trivialization

Comparing certain historical atrocities to other crimes is the practice of relativization, interpretation by moral judgements, to alter public perception of the first historical atrocity. Although such comparisons often occur in negationist history, their pronouncement is not usually part of revisionist intentions upon the historical facts, but an opinion of moral judgement.

Book burning

Repositories of literature have been targeted throughout history (e.g., the Library of Alexandria, Grand Library of Baghdad), burning of the liturgical and historical books of the St. Thomas Christians by the archbishop of Goa Aleixo de Menezes, including recently, such as the 1981 Burning of Jaffna library and the destruction of Iraqi libraries by ISIS during the fall of Mosul in 2014.

Chinese book burning

The Burning of books and burying of scholars (traditional Chinese: 焚書坑儒; simplified Chinese: 焚书坑儒; pinyin: fénshū kēngrú; lit. 'burning of books and burying (alive) of (Confucian) scholars'), or "Fires of Qin", refers to the burning of writings and slaughter of scholars during the Qin Dynasty of Ancient China, between the period of 213 and 210 BC. "Books" at this point refers to writings on bamboo strips, which were then bound together. This contributed to the loss to history of many philosophical theories of proper government (known as "the Hundred Schools of Thought"). The official philosophy of government ("legalism") survived.

United States history

Confederate revisionism

The historical negationism of American Civil War revisionists and Neo-Confederates claims that the Confederate States (1861–65) were the defenders rather than the instigators of the American Civil War, and that the Confederacy's motivation for secession from the United States was the maintenance of the Southern states' rights and limited government, rather than the preservation and expansion of chattel slavery.

Regarding Neo-Confederate revisionism of the U.S. Civil War, the historian Brooks D. Simpson says: "This is an active attempt to reshape historical memory, an effort by white Southerners to find historical justifications for present-day actions. The neo–Confederate movement's ideologues have grasped that if they control how people remember the past, they'll control how people approach the present and the future. Ultimately, this is a very conscious war for memory and heritage. It's a quest for legitimacy, the eternal quest for justification."

In the early 20th century, Mildred Rutherford, the historian general of the United Daughters of the Confederacy (UDC), led the attack against American history textbooks that did not present the "Lost Cause of the Confederacy" version of the history of the U.S. Civil War. To that pedagogical end, Rutherford assembled a "massive collection" of documents that included "essay contests on the glory of the Ku Klux Klan and personal tributes to faithful slaves". About the historical negationism of the United Daughters of the Confederacy, the historian David Blight says: "All UDC members and leaders were not as virulently racist as Rutherford, but all, in the name of a reconciled nation, participated in an enterprise that deeply influenced the white supremacist vision of Civil War memory."

California genocide

Between 1846 and 1870, during and after the conquest of California by the United States, the region's Native American population plummeted from around 150,000 to around 30,000 due primarily to forced removals, slavery, and massacres perpetrated by both government forces and by white settlers in what most historians consider to be an act of genocide. Despite extremely well documented evidence of widespread mass murder and other atrocities perpetrated by American settlers during this time period, the public school curriculum and history textbooks approved by the California Department of Education ignore and omit the history of the California Genocide. Although many historians have strongly pushed for recognition of the genocide in public school curricula, government-approved textbooks deny it because of the dominance of conservative publishing companies with ideological impetus to deny the genocide, the fear of publishing companies being branded as un-American for discussing the genocide, and the unwillingness of state and federal government officials to acknowledge the genocide due to the possibility of having to pay reparations to indigenous communities affected by it.

War crimes

Japanese war crimes

A Chinese POW about to be beheaded by a Japanese officer with a shin gunto during the Nanking Massacre

The post-war minimization of the war crimes of Japanese imperialism is an example of "illegitimate" historical revisionism; some contemporary Japanese revisionists, such as Yūko Iwanami (granddaughter of General Hideki Tojo), propose that Japan's invasion of China, and World War II, itself, were justified reactions to the racist Western imperialism of the time. On 2 March 2007, Japanese prime minister Shinzō Abe denied that the military had forced women into sexual slavery during the war, saying, "The fact is, there is no evidence to prove there was coercion". Before he spoke, some Liberal Democratic Party legislators also sought to revise Yōhei Kōno's apology to former comfort women in 1993; likewise, there was the controversial negation of the six-week Nanking Massacre in 1937–1938.

Shinzō Abe led the Japanese Society for History Textbook Reform and headed the Diet antenna of Nippon Kaigi, two openly revisionist groups denying Japanese war crimes. Editor-in-chief of the conservative Yomiuri Shimbun Tsuneo Watanabe criticized the Yasukuni Shrine as a bastion of revisionism: "The Yasukuni Shrine runs a museum where they show items in order to encourage and worship militarism. It's wrong for the prime minister to visit such a place". Other critics note that men, who would contemporarily be perceived as "Korean" and "Chinese", are enshrined for the military actions they effected as Japanese Imperial subjects.

Hiroshima and Nagasaki bombings

The Hibakusha ("explosion-affected people") of Hiroshima and Nagasaki seek compensation from their government and criticize it for failing to "accept responsibility for having instigated and then prolonged an aggressive war long after Japan's defeat was apparent, resulting in a heavy toll in Japanese, Asian and American lives". Historians Hill and Koshiro have stated that attempts to minimize the importance of the atomic bombings of Hiroshima and Nagasaki is revisionist history. EB Sledge expressed concern that such revisionism, in his words "mellowing", would allow the harsh facts of the history that led to the bombings to be forgotten.

Croatian war crimes in World War II

Some Croats, including some high-ranked officials and political leaders during the 1990s and far-right organization members, have attempted to minimize the magnitude of the genocide perpetrated against Serbs and other ethnic minorities in the World War II puppet state of Nazi Germany, the Independent State of Croatia. By 1989, the future President of Croatia Franjo Tuđman (who had been a Partisan during World War II), had embraced Croatian nationalism and published Horrors of War: Historical Reality and Philosophy, in which he questioned the official number of victims killed by the Ustaše during the Second World War, particularly at the Jasenovac concentration camp. Yugoslav and Serbian historiography had long exaggerated the number of victims at the camp. Tuđman criticized the long-standing figures, but also described the camp as a "work camp", giving an estimate of between 30,000 and 40,000 deaths. Tuđman's government's toleration of Ustaša symbols and their crimes often dismissed in public, frequently strained relations with Israel.

Croatia's far-right often advocates the false theory that Jasenovac was a "labour camp" where mass murder did not take place. In 2017, two videos of former Croatian president Stjepan Mesić from 1992 were made public in which he stated that Jasenovac wasn't a death camp. The far-right NGO "The Society for Research of the Threefold Jasenovac Camp" also advocates this disproven theory, in addition to claiming that the camp was used by the Yugoslav authorities following the war to imprison Ustasha members and regular Home Guard army troops until 1948, then alleged Stalinists until 1951. Its members include journalist Igor Vukić, who wrote his own book advocating the theory, Catholic priest Stjepan Razum and academic Josip Pečarić. The ideas promoted by its members have been amplified by mainstream media interviews and book tours. The last book, "The Jasenovac Lie Revealed" written by Vukić, prompted the Simon Wiesenthal Center to urge Croatian authorities to ban such works, noting that they "would immediately be banned in Germany and Austria and rightfully so". In 2016, Croatian filmmaker Jakov Sedlar released a documentary Jasenovac – The Truth which advocated the same theories, labeling the camp as a "collection and labour camp". The film contained alleged falsifications and forgeries, in addition to denial of crimes and hate speech towards politicians and journalists.

Serbian war crimes in World War II

Among far-right and nationalist groups, denial and revisionism of Serbian war crimes are carried out through the downplaying of Milan Nedić and Dimitrije Ljotić's roles in the extermination of Serbia's Jews in concentration camps, in the German-occupied territory of Serbia by a number of Serbian historians. Serbian collaborationist armed forces were involved, either directly or indirectly, in the mass killings of Jews as well as Roma and those Serbs who sided with any anti-German resistance and the killing of many Croats and Muslims. Since the end of the war, Serbian collaboration in the Holocaust has been the subject of historical revisionism by Serbian leaders. In 1993, the Serbian Academy of Sciences and Arts listed Nedić among The 100 most prominent Serbs. There is also the denial of Chetnik collaboration with Axis forces and crimes committed during World War II. Serbian historian Jelena Djureinovic poists in her book The Politics of Memory of the Second World War in Contemporary Serbia: Collaboration, Resistance and Retribution that "during those years, the WWII nationalist Chetniks have been recast as an anti-fascist movement equivalent to Tito's Partisans, and as victims of communism". The glorification of the Chetnik movement has now become the central theme of Serbia's WWII memory politics. Chetnik leaders convicted under communist rule of collaboration with the Nazis have been rehabilitated by Serbian courts, and television programmes have contributed to spreading a positive image of the movement, "distorting the real picture of what happened during WWII".

Serbian war crimes in the Yugoslav wars

There have been a number of far-right and nationalist authors and political activists who have publicly disagreed with mainstream views of Serbian war crimes in the Yugoslav wars of 1991–1999. Some high-ranked Serbian officials and political leaders who categorically claimed that no genocide against Bosnian Muslims took place at all, include former president of Serbia Tomislav Nikolić, Bosnian Serb leader Milorad Dodik, Serbian Minister of Defence Aleksandar Vulin and Serbian far-right leader Vojislav Šešelj. Among the points of contention are whether the victims of massacres such as the Račak massacre and Srebrenica massacre were unarmed civilians or armed resistance fighters, whether death and rape tolls were inflated, and whether prison camps such as Sremska Mitrovica camp were sites of mass war crimes. These authors are called "revisionists" by scholars and organizations, such as ICTY.

The Report about Case Srebrenica by Darko Trifunovic, commissioned by the government of the Republika Srpska, was described by the International Criminal Tribunal for the former Yugoslavia as "one of the worst examples of revisionism in relation to the mass executions of Bosnian Muslims committed in Srebrenica in July 1995". Outrage and condemnation by a wide variety of Balkan and international figures eventually forced the Republika Srpska to disown the report. In 2017 legislation that banned the teaching of the Srebrenica genocide and Sarajevo siege in schools was introduced in Republika Srpska, initiated by President Milorad Dodik and his SNSD party, who stated that it was "impossible to use here the textbooks … which say the Serbs have committed genocide and kept Sarajevo under siege. This is not correct and this will not be taught here". In 2019 Republika Srpska authorities appointed Israeli historian Gideon Greif – who has worked at Yad Vashem for more than three decades - to head its own revisionist commission to "determine the truth" about Srebrenica.

Turkey and the Armenian genocide

Turkish laws such as Article 301, that state "a person who publicly insults Turkishness, or the Republic or [the] Turkish Grand National Assembly of Turkey, shall be punishable by imprisonment", were used to criminally charge the writer Orhan Pamuk with disrespecting Turkey, for saying that "Thirty thousand Kurds, and a million Armenians, were killed in these lands, and nobody, but me, dares to talk about it". The controversy occurred as Turkey was first vying for membership in the European Union (EU) where the suppression of dissenters is looked down upon. Article 301 originally was part of penal-law reforms meant to modernize Turkey to EU standards, as part of negotiating Turkey's membership to the EU. In 2006, the charges were dropped due to pressure from the European Union and United States on the Turkish government.

On 7 February 2006, five journalists were tried for insulting the judicial institutions of the State, and for aiming to prejudice a court case (per Article 288 of the Turkish penal code). The reporters were on trial for criticizing the court-ordered closing of a conference in Istanbul regarding the Armenian genocide during the time of the Ottoman Empire. The conference continued elsewhere, transferring locations from a state to a private university. The trial continued until 11 April 2006, when four of the reporters were acquitted. The case against the fifth journalist, Murat Belge, proceeded until 8 June 2006, when he was also acquitted. The purpose of the conference was to critically analyse the official Turkish view of the Armenian genocide in 1915; a taboo subject in Turkey. The trial proved to be a test case between Turkey and the European Union; the EU insisted that Turkey should allow increased freedom of expression rights, as a condition to membership.

Soviet history

During the existence of the Russian Soviet Federative Socialist Republic (1917–1991) and the Soviet Union (1922–1991), the Communist Party of the Soviet Union (CPSU) attempted to ideologically and politically control the writing of both academic and popular history. These attempts were most successful in the 1934–1952 period. According to Klaus Mehnert, the Soviets attempt to control academic historiography (the writing of history by academic historians) to promote ideological and ethno-racial imperialism by Russians. During the 1928–1956 period, modern and contemporary history was generally composed according to the wishes of the CPSU, not the requirements of accepted historiographic method.

During and after the rule of Nikita Khrushchev (1956–1964), Soviet historiographic practice was more complicated. Although not entirely corrupted, Soviet historiography was characterized by complex competition between Stalinist and anti-Stalinist Marxist historians. To avoid the professional hazard of politicized history, some historians chose pre-modern, medieval history or classical history, where ideological demands were relatively relaxed and conversation with other historians in the field could be fostered; nevertheless, despite the potential danger of proscribed ideology corrupting historians' work, not all of Soviet historiography was corrupt. Control over party history and the legal status of individual ex-party members played a large role in dictating the ideological diversity and thus the faction in power within the CPSU. The history of the Communist Party was revised to delete references to leaders purged from the party, especially during the rule of Joseph Stalin (1922–1953).

In the historiography of the Cold War, a controversy over negationist historical revisionism exists, where numerous revisionist scholars in the West have been accused of whitewashing the crimes of Stalinism, overlooking the Katyn massacre in Poland, disregarding the validity of the Venona messages with regards to Soviet espionage in the United States, as well as the denial of the Ukrainian Famine that took place during 1932–1933 (also known as denial of the Holodomor).

Azerbaijan

In relation to Armenia

Many scholars, among them Victor Schnirelmann, Willem Floor, Robert Hewsen, George Bournoutian and others state that in Soviet and post-Soviet Azerbaijan since the 1960s there is a practice of revising primary sources on the South Caucasus in which any mention about Armenians is removed. In the revised texts, Armenian is either simply removed or is replaced by Albanian; there are many other examples of such falsifications, all of which have the purpose of creating an impression that historically Armenians were not present in this territory. Willem M. Floor and Hasan Javadi in the English edition of "The Heavenly Rose-Garden: A History of Shirvan & Daghestan" by Abbasgulu Bakikhanov specifically point out to the instances of distortions and falsifications made by Ziya Bunyadov in his Russian translation of this book. According to Bournoutian and Hewsen these distortions are widespread in these works; they thus advise the readers in general to avoid the books produced in Azerbaijan in Soviet and post-Soviet times if these books do not contain the facsimile copy of original sources. Shnirelman thinks that this practice is being realized in Azerbaijan according to state order. Philip L. Kohl brings an example of a theory advanced by Azerbaijani archeologist Akhundov about Albanian origin of Khachkars as an example of patently false cultural origin myths.

The Armenian cemetery in Julfa, a cemetery near the town of Julfa, in the Nakhchivan exclave of Azerbaijan originally housed around 10,000 funerary monuments. The tombstones consisted mainly of thousands of khachkars, uniquely decorated cross-stones characteristic of medieval Christian Armenian art. The cemetery was still standing in the late 1990s, when the government of Azerbaijan began a systematic campaign to destroy the monuments. After studying and comparing satellite photos of Julfa taken in 2003 and 2009, the American Association for the Advancement of Science came to the conclusion in December 2010 that the cemetery was demolished and leveled. After the director of the Hermitage Museum Mikhail Piotrovsky expressed his protest about the destruction of Armenian khachkars in Julfa, he was accused by Azerbaijanis of supporting the "total falsification of the history and culture of Azerbaijan". Several appeals were filed by both Armenian and international organizations, condemning the Azerbaijani government and calling on it to desist from such activity. In 2006, Azerbaijan barred European Parliament members from investigating the claims, charging them with a "biased and hysterical approach" to the issue and stating that it would only accept a delegation if it visited Armenian-occupied territory as well. In the spring of 2006, a journalist from the Institute for War and Peace Reporting who visited the area reported that no visible traces of the cemetery remained. In the same year, photographs taken from Iran showed that the cemetery site had been turned into a military shooting range. The destruction of the cemetery has been widely described by Armenian sources, and some non-Armenian sources, as an act of "cultural genocide."

In Azerbaijan, the Armenian genocide is officially denied and is considered a hoax. According to the state ideology of Azerbaijan, a genocide of Azerbaijanis, carried out by Armenians and Russians, took place starting from 1813. Mahmudov has claimed that Armenians first appeared in Karabakh in 1828. Azerbaijani academics and politicians have claimed that foreign historians falsify the history of Azerbaijan and criticism was directed towards a Russian documentary about the regions of Karabakh and Nakhchivan and the historical Armenian presence in these areas. According to the institute director of the Azerbaijan National Academy of Sciences Yagub Mahmudov, prior to 1918 "there was never an Armenian state in the South Caucasus". According to Mahmudov, Ilham Aliyev's statement in which he said that "Irevan is our [Azerbaijan's] historic land, and we, Azerbaijanis must return to these historic lands", was based "historical facts" and "historical reality". Mahmudov also stated that the claim that Armenian's are the most ancient people in the region is based on propaganda, and said that Armenians are non-natives of the region, having only arrived in the area after Russian victories over Iran and the Ottoman Empire in the first half of the 19th century. The institute director also said: "The Azerbaijani soldier should know that the land under the feet of provocative Armenians is Azerbaijani land. The enemy can never defeat Azerbaijanis on Azerbaijani soil. Those who rule the Armenian state today must fundamentally change their political course. The Armenians cannot defeat us by sitting in our historic city of Irevan."

In relation to Iran

Historic falsifications in Azerbaijan, in relation to Iran and its history, are "backed by state and state backed non-governmental organizational bodies", ranging "from elementary school all the way to the highest level of universities". As a result of the two Russo-Iranian Wars of the 19th century, the border between what is present-day Iran and the Republic of Azerbaijan was formed. Although there had not been a historical Azerbaijani state to speak of in history, the demarcation, set at the Aras river, left significant numbers of what were later coined "Azerbaijanis" to the north of the Aras river. During the existence of the Azerbaijan SSR, as a result of Soviet-era historical revionism and myth-building, the notion of a "northern" and "southern" Azerbaijan was formulated and spread throughout the Soviet Union. During the Soviet nation building campaign, any event, both past and present, that had ever occurred in what is the present-day Azerbaijan Republic and Iranian Azerbaijan were rebranded as phenomenons of "Azerbaijani culture". Any Iranian ruler or poet that had lived in the area was assigned to the newly rebranded identity of the Transcaucasian Turkophones, in other words "Azerbaijanis". According to Michael P. Croissant: "It was charged that the "two Azerbaijans", once united, were separated artificially by a conspiracy between imperial Russia and Iran". This notion based on illegitimate historic revisionism suited Soviet political purposes well (based on "anti-imperialism"), and became the basis for irredentism among Azerbaijani nationalists in the last years of the Soviet Union, shortly prior to the establishment of the Azerbaijan Republic in 1991.

In Azerbaijan, periods and aspects of Iranian history are usually claimed as being an "Azerbaijani" product in a distortion of history, and historic Iranian figures, such as the Persian poet Nizami Ganjavi are called "Azerbaijanis", contrary to universally acknowledged fact. In the Azerbaijan SSR, forgeries such as an allaged "Turkish divan" and falsified verses were published in order to "Turkify" Nizami Ganjavi. Although this type of irredentism was initially the result the nation building policy of the Soviets, it became an instrument for "biased, pseudo-academic approaches and political speculations" in the nationalistic aspirations of the young Azerbaijan Republic. In the modern Azerbaijan Repuiblic, historiography is written with the aim of retroactively Turkifying many of the peoples and kingdoms that existed prior to the arrival of Turks in the region, including the Iranian Medes. According to professor of history George Bournoutian:

As noted, in order to construct an Azerbaijani national history and identity based on the territorial definition of a nation, as well as to reduce the influence of Islam and Iran, the Azeri nationalists, prompted by Moscow devised an "Azeri" alphabet, which replaced the Arabo-Persian script. In the 1930s a number of Soviet historians, including the prominent Russian Orientalist, Ilya Petrushevskii, were instructed by the Kremlin to accept the totally unsubstantiated notion that the territory of the former Iranian khanates (except Yerevan, which had become Soviet Armenia) was part of an Azerbaijani nation. Petrushevskii's two important studies dealing with the South Caucasus, therefore, use the term Azerbaijan and Azerbaijani in his works on the history of the region from the sixteenth to the nineteenth centuries. Other Russian academics went even further and claimed that an Azeri nation had existed from ancient times and had continued to the present. Since all the Russian surveys and almost all nineteenth-century Russian primary sources referred to the Muslims who resided in the South Caucasus as "Tatars" and not "Azerbaijanis", Soviet historians simply substituted Azerbaijani for Tatars. Azeri historians and writers, starting in 1937, followed suit and began to view the three-thousand-year history of the region as that of Azerbaijan. The pre-Iranian, Iranian, and Arab eras were expunged. Anyone who lived in the territory of Soviet Azerbaijan was classified as Azeri; hence the great Iranian poet Nezami, who had written only in Persian, became the national poet of Azerbaijan.

Bournoutian adds:

Although after Stalin's death arguments rose between Azerbaijani historians and Soviet Iranologists dealing with the history of the region in ancient times (specifically the era of the Medes), no Soviet historian dared to question the use of the term Azerbaijan or Azerbaijani in modern times. As late as 1991, the Institute of History of the Academy of Sciences of the USSR, published a book by an Azeri historian, in which it noy only equated the "Tatars" with the present-day Azeris, but the author, discussing the population numbers in 1842, also included Nakhichevan and Ordubad in "Azerbaijan". The author, just like Petrushevskii, totally ignored the fact that between 1828 and 1921, Nakhichivan and Ordubad were first part of the Armenian Province and then part of the Yerevan guberniia and had only become part of Soviet Azerbaijan, some eight decades later ... Although the overwhelming number of nineteenth-century Russian and Iranian, as well as present-day European historians view the Iranian province of Azarbayjan and the present-day Republic of Azerbaijan as two separate geographical and political entities, modern Azeri historians and geographers view it as a single state that has been separated into "northern" and "southern" sectors and which will be united in the future. ... Since the collapse of the Soviet Union the current Azeri historians have not only continued to use the terms "northern" and "southern" Azerbaijan, but also assert that the present-day Armenian Republic was a part of northern Azerbaijan. In their fury over what they view as the "Armenian occupation" of Nagorno-Karabakh [which incidentally was an autonomous Armenian region within Soviet Azerbaijan], Azeri politicians and historians deny any historic Armenian presence in the South Caucasus and add that all Armenian architectural monuments located in the present-day Republic of Azerbaijan are not Armenian but [Caucasian] Albanian.

North Korea and the Korean War

Since the start of the Korean War (1950–53), the government of North Korea has consistently denied that the Democratic People's Republic of Korea (DPRK) launched the attack with which it began the war for the Communist unification of Korea. The historiography of the DPRK maintains that the war was provoked by South Korea, at the instigation of the United States: "On June 17, Juche 39 [1950] the then U.S. President [Harry S.] Truman sent [John Foster] Dulles as his special envoy to South Korea to examine the anti-North war scenario and give an order to start the attack. On June 18, Dulles inspected the 38th parallel and the war preparations of the 'ROK Army' units. That day he told Syngman Rhee to start the attack on North Korea with the counter-propaganda that North Korea first 'invaded' the south."

Further North Korean pronouncements included the claim that the U.S. needed the peninsula of Korea as "a bridgehead, for invading the Asian continent, and as a strategic base, from which to fight against national-liberation movements and socialism, and, ultimately, to attain world supremacy." Likewise, the DPRK denied the war crimes committed by the North Korean army in the course of the war; nonetheless, in the 1951–1952 period, the Workers' Party of Korea (WPK) privately admitted to the "excesses" of their earlier campaign against North Korean citizens who had collaborated with the enemy – either actually or allegedly – during the US–South Korean occupation of North Korea. Later, the WPK blamed every wartime atrocity upon the U.S. military, e.g. the Sinchon Massacre (17 October – 7 December 1950) occurred during the retreat of the DPRK government from Hwanghae Province, in the south-west of North Korea.

The campaign against "collaborators" was attributed to political and ideological manipulations by the U.S.; the high-rank leader Pak Chang-ok said that the American enemy had "started to use a new method, namely, it donned a leftist garb, which considerably influenced the inexperienced cadres of the Party and government organs." Kathryn Weathersby's Soviet Aims in Korea and the Origins of the Korean War, 1945–1950: New Evidence from Russian Archives (1993) confirmed that the Korean War was launched by order of Kim Il-sung (1912–1994); and also refuted the DPRK's allegations of biological warfare in the Korean War. The Korean Central News Agency dismissed the historical record of Soviet documents as "sheer forgery".

Holocaust denial

Holocaust deniers usually reject the term Holocaust denier as an inaccurate description of their historical point of view, instead preferring the term Holocaust revisionist; nonetheless, scholars prefer "Holocaust denier" to differentiate deniers from legitimate historical revisionists, whose goal is to accurately analyse historical evidence with established methods. Historian Alan Berger reports that Holocaust deniers argue in support of a preconceived theory – that the Holocaust either did not occur or was mostly a hoax – by ignoring extensive historical evidence to the contrary.

When the author David Irving lost his English libel case against Deborah Lipstadt, and her publisher, Penguin Books, and thus was publicly discredited and identified as a Holocaust denier, the trial judge, Justice Charles Gray, concluded that "Irving has, for his own ideological reasons, persistently and deliberately misrepresented and manipulated historical evidence; that, for the same reasons, he has portrayed Hitler in an unwarrantedly favorable light, principally in relation to his attitude towards, and responsibility for, the treatment of the Jews; that he is an active Holocaust denier; that he is anti-semitic and racist, and that he associates with right-wing extremists who promote neo-Nazism."

On 20 February 2006, Irving was found guilty, and sentenced to three years imprisonment for Holocaust denial, under Austria's 1947 law banning Nazi revivalism and criminalizing the "public denial, belittling or justification of National Socialist crimes". Besides Austria, eleven other countries – including Belgium, France, Germany, Lithuania, Poland, and Switzerland – have criminalized Holocaust denial as punishable with imprisonment.

Poland

The Act on the Institute of National Remembrance – Commission for the Prosecution of Crimes against the Polish Nation is a 1998 Polish law that created the Institute of National Remembrance. The 2018 amendment, article 55a, referred to by critics variously as the "Polish Holocaust bill", the "Poland Holocaust law", etc., has caused international controversy. Article 55a banned harming the "good name" of Poland, which critics asserted would stifle debate about Polish collaboration with Nazi Germany.

Systematic efforts have been made by Polish nationalists to exaggerate the number of Poles who were murdered by Nazi Germany. These include the conspiracy theory that the Warsaw concentration camp had been an extermination camp in which 200,000 mainly non-Jewish Poles had been murdered using gas chambers. The Wikipedia article on the camp was edited to reflect these claims, a hoax that lasted for 15 years before the claims were detected and removed.

1989 Tiananmen Square protests

The 1989 Tiananmen Square protests were a series of pro-democracy demonstrations that were put down violently on 4 June 1989, by the Chinese government via the People's Liberation Army, resulting in estimated casualties of over 10,000 deaths and 40,000 injured, obtained via later declassified documents.

North Macedonia

According to Eugene N. Borza, the Macedonians are in search of their past to legitimize their unsure present, in the disorder of the Balkan politics. Ivaylo Dichev claims that the Macedonian historiography has the impossible task of filling the huge gaps between the ancient kingdom of Macedon, that collapsed in 2nd century BC, the 10th–11th century state of the Cometopuls, and the Yugoslav Macedonia established in the middle of the 20th century. According to Ulf Brunnbauer, modern Macedonian historiography is highly politicized, because the Macedonian nation-building process is still in development. The recent nation-building project imposes the idea of a "Macedonian nation" with unbroken continuity from the antiquity (Ancient Macedonians) to the modern times, which has been criticized by some domestic and foreign scholars for ahistorically projecting modern ethnic distinctions into the past. In this way generations of students were educated in pseudohistory.

In textbooks

Japan

A member of the Japanese Society for History Textbook Reform erects a banner reading "[Give] the Children Correct History Textbooks".

The history textbook controversy centres upon the secondary school history textbook Atarashii Rekishi Kyōkasho ("New History Textbook") said to minimize the nature of Japanese militarism in the First Sino-Japanese War (1894–95), in annexing Korea in 1910, in the Second Sino-Japanese War (1937–45), and in the Pacific Theater of World War II (1941–45). The conservative Japanese Society for History Textbook Reform commissioned the Atarashii Rekishi Kyōkasho textbook with the purpose of traditional national and international view of that Japanese historical period. The Ministry of Education vets all history textbooks, and those that do not mention Japanese war crimes and atrocities are not vetted; however, the Atarashii Rekishi Kyōkasho de-emphasizes aggressive Japanese Imperial wartime behaviour and the matter of Chinese and Korean comfort women. It has even been denied that the Nanking massacre (a series of murders and rapes committed by the Japanese army against Chinese civilians during the Second Sino-Japanese War) ever took place (see Nanking massacre denial). In 2007, the Ministry of Education attempted to revise textbooks regarding the Battle of Okinawa, lessening the involvement of the Japanese military in Okinawan civilian mass suicides.

Pakistan

Allegations of historical revisionism have been made regarding Pakistani textbooks in that they are laced with Indophobic and Islamist bias. Pakistan's use of officially published textbooks has been criticized for using schools to more subtly foster religious extremism, whitewashing Muslim conquests on the Indian subcontinent and promoting "expansive pan-Islamic imaginings" that "detect the beginnings of Pakistan in the birth of Islam on the Arabian peninsula". Since 2001, the Pakistani government has stated that curriculum reforms have been underway by the Ministry of Education.

South Korea

12 October 2015, South Korea's government has announced controversial plans to control the history textbooks used in secondary schools despite oppositional concerns of people and academics that the decision is made to glorify the history of those who served the Imperial Japanese government (Chinilpa). Section and the authoritarian dictatorships in South Korea during 1960s–1980s.The Ministry of Education announced that it would put the secondary-school history textbook under state control; "This was an inevitable choice in order to straighten out historical errors and end the social dispute caused by ideological bias in the textbooks," Hwang Woo-yea, education minister said on 12 October 2015. According to the government's plan, the current history textbooks of South Korea will be replaced by a single textbook written by a panel of government-appointed historians and the new series of publications would be issued under the title The Correct Textbook of History and are to be issued to the public and private primary and secondary schools in 2017 onwards.

The move has sparked fierce criticism from academics who argue that the system can be used to distort the history and glorify the history of those who served the Imperial Japanese government (Chinilpa) and of the authoritarian dictatorships. Moreover, 466 organizations including Korean Teachers and Education Workers Union formed History Act Network in solidarity and have staged protests: "The government's decision allows the state too much control and power and, therefore, it is against political neutrality that is certainly the fundamental principle of education." Many South Korean historians condemned Kyohaksa for their text glorifying those who served the Imperial Japanese government (Chinilpa) and the authoritarian dictatorship with a far-right political perspective. On the other hand, New Right supporters welcomed the textbook, saying that "the new textbook finally describes historical truths contrary to the history textbooks published by left-wing publishers", and the textbook issue became intensified as a case of ideological conflict. In Korean history, the history textbook was once put under state control during the authoritarian regime under Park Chung-hee (1963–1979), who is a father of Park Geun-hye, former President of South Korea, and was used as a means to keep the Yushin Regime, also known as the Yushin Dictatorship; however, there had been continuous criticisms about the system especially from the 1980s when Korea experienced a dramatic democratic development. In 2003, liberalization of textbook began when the textbooks on Korean modern and contemporary history were published though the Textbook Screening System, which allows textbooks to be published not by a single government body but by many different companies, for the first time.

Turkey

Education in Turkey is centralized, and its policy, administration, and content are each determined by the Turkish government. Textbooks taught in schools are either prepared directly by the Ministry of National Education (MEB) or must be approved by its Instruction and Education Board. In practice, this means that the Turkish government is directly responsible for what textbooks are taught in schools across Turkey. In 2014, Taner Akçam, writing for the Armenian Weekly, discussed 2014–2015 Turkish elementary and middle school textbooks that the MEB had made available on the internet. He found that Turkish history textbooks are filled with the message that Armenians are people "who are incited by foreigners, who aim to break apart the state and the country, and who murdered Turks and Muslims." The Armenian genocide is referred to as the "Armenian matter", and is described as a lie perpetrated to further the perceived hidden agenda of Armenians. Recognition of the Armenian genocide is defined as the "biggest threat to Turkish national security".

Akçam summarized one textbook that claims the Armenians had sided with the Russians during the war. The 1909 Adana massacre, in which as many as 20,000–30,000 Armenians were massacred, is identified as "The Rebellion of Armenians of Adana". According to the book, the Armenian Hnchak and Dashnak organizations instituted rebellions in many parts of Anatolia, and "didn't hesitate to kill Armenians who would not join them," issuing instructions that "if you want to survive you have to kill your neighbor first." Claims highlighted by Akçam: "[The Armenians murdered] many people living in villages, even children, by attacking Turkish villages, which had become defenseless because all the Turkish men were fighting on the war fronts. ... They stabbed the Ottoman forces in the back. They created obstacles for the operations of the Ottoman units by cutting off their supply routes and destroying bridges and roads. ... They spied for Russia and by rebelling in the cities where they were located, they eased the way for the Russian invasion. ... Since the Armenians who engaged in massacres in collaboration with the Russians created a dangerous situation, this law required the migration of [Armenian people] from the towns they were living in to Syria, a safe Ottoman territory. ... Despite being in the midst of war, the Ottoman state took precautions and measures when it came to the Armenians who were migrating. Their tax payments were postponed, they were permitted to take any personal property they wished, government officials were assigned to ensure that they were protected from attacks during the journey and that their needs were met, police stations were established to ensure that their lives and properties were secure."

Similar revisionist claims found in other textbooks by Akçam included that Armenian "back-stabbing" was the reason the Ottomans lost the Russo-Turkish War of 1877–78 (similar to the post-War German stab-in-the-back myth), that the Hamidian massacres never happened, that the Armenians were armed by the Russians during late World War I to fight the Ottomans (in reality they had already been nearly annihilated from the area by this point), that Armenians killed 600,000 Turks during said war, that the deportation were to save Armenians from other violent Armenian gangs, and that Armenians who were deported were later able to return to Turkey unscathed and reclaim their properties. As of 2015, Turkish textbooks still describe the Armenians as "traitors", call the Armenian genocide a lie and say that the Ottoman Turks "took necessary measures to counter Armenian separatism." Armenians are also characterized as "dishonorable and treacherous," and students are taught that Armenians were forcibly relocated to protect Turkish citizens from attacks.

Yugoslavia

Throughout the post war era, though Tito denounced nationalist sentiments in historiography, those trends continued with Croat and Serbian academics at times accusing each other of misrepresenting each other's histories, especially in relation to the Croat-Nazi alliance. Communist historiography was challenged in the 1980s and a rehabilitation of Serbian nationalism by Serbian historians began. Historians and other members of the intelligentsia belonging to the Serbian Academy of Sciences and Arts (SANU) and the Writers Association played a significant role in the explanation of the new historical narrative. The process of writing a "new Serbian history" paralleled alongside the emerging ethno-nationalist mobilization of Serbs with the objective of reorganizing the Yugoslav federation. Using ideas and concepts from Holocaust historiography, Serbian historians alongside church leaders applied it to World War Two Yugoslavia and equated the Serbs with Jews and Croats with Nazi Germans.

Chetniks along with the Ustashe were vilified by Tito era historiography within Yugoslavia. In the 1980s, Serbian historians initiated the process of re-examining the narrative of how World War Two was told in Yugoslavia which was accompanied by the rehabilitation of Četnik leader Draža Mihailović. Monographs relating to Mihailović and the Četnik movement were produced by some younger historians who were ideologically close to it towards the end of the 1990s. Being preoccupied with the era, Serbian historians have looked to vindicate the history of the Chetniks by portraying them as righteous freedom fighters battling the Nazis while removing from history books the ambiguous alliances with the Italians and Germans. Whereas the crimes committed by Chetniks against Croats and Muslims in Serbian historiography are overall "cloaked in silence". During the Milošević era, Serbian history was falsified to obscure the role Serbian collaborators Milan Nedić and Dimitrije Ljotić played in cleansing Serbia's Jewish community, killing them in the country or deporting them to Eastern European concentration camps.

In the 1990s following a massive Western media coverage of the Yugoslav civil war, there was a rise of the publications considering the matter on historical revisionism of former Yugoslavia. One of the most prominent authors on the field of historical revisionism in the 1990s considering the newly emerged republics is Noel Malcolm and his works Bosnia: A Short History (1994) and Kosovo: A Short History (1998), that have seen a robust debate among historians following their release; following the release of the latter, the merits of the book were the subject of an extended debate in Foreign Affairs. Critics said that the book was "marred by his sympathies for its ethnic Albanian separatists, anti-Serbian bias, and illusions about the Balkans". In late 1999, Thomas Emmert of the history faculty of Gustavus Adolphus College in Minnesota reviewed the book in Journal of Southern Europe and the Balkans Online and while praising aspects of the book also asserted that it was "shaped by the author's overriding determination to challenge Serbian myths", that Malcolm was "partisan", and also complained that the book made a "transparent attempt to prove that the main Serbian myths are false". In 2006, a study by Frederick Anscombe looked at issues surrounding scholarship on Kosovo such as Noel Malcolm's work Kosovo: A Short History. Anscombe noted that Malcolm offered a "a detailed critique of the competing versions of Kosovo's history" and that his work marked a "remarkable reversal" of previous acceptance by Western historians of the "Serbian account" regarding the migration of the Serbs (1690) from Kosovo. Malcolm has been criticized for being "anti-Serbian" and selective like the Serbs with the sources, while other more restrained critics note that "his arguments are unconvincing". Anscombe noted that Malcolm, like Serbian and Yugoslav historians who have ignored his conclusions sideline and are unwilling to consider indigenous evidence such as that from the Ottoman archive when composing national history.

French law recognizing colonialism's positive value

On 23 February 2005, the Union for a Popular Movement conservative majority at the French National Assembly voted a law compelling history textbooks and teachers to "acknowledge and recognize in particular the positive role of the French presence abroad, especially in North Africa". It was criticized by historians and teachers, among them Pierre Vidal-Naquet, who refused to recognize the French Parliament's right to influence the way history is written (despite the French Holocaust denial laws, see Loi Gayssot). That law was also challenged by left-wing parties and the former French colonies; critics argued that the law was tantamount to refusing to acknowledge the racism inherent to French colonialism, and that the law proper is a form of historical revisionism.

Marcos martial law negationism in the Philippines

In the Philippines, the biggest examples of historical negationism are linked to the Marcos family dynasty, usually Imelda Marcos, Bongbong Marcos, and Imee Marcos specifically. They have been accused of denying or trivializing the human rights violations during martial law and the plunder of the Philippines' coffers while Ferdinand Marcos was president.

Denial of the Muslim conquest of the Iberian peninsula

A spin-off of the vision of history espoused by the "inclusive Spanish nationalism" built in opposition to the National-Catholic brand of Spanish nationalism, it was first coined by Ignacio Olagüe (a dilettante historian connected to the early Spanish fascism) particularly in the former's 1974 work La revolución islámica en Occidente ("The Islamic revolution in the West"). The negationist postulates of Olagüe were later adopted by certain sectors within Andalusian nationalism. These ideas were resurrected in the early 21st century by the Arabist Emilio González Ferrín.

Ramifications and judicature

Some countries have criminalized historical revisionism of historic events such as the Holocaust. The Council of Europe defines it as the "denial, gross minimisation, approval or justification of genocide or crimes against humanity" (article 6, Additional Protocol to the Convention on cybercrime).

International law

Some council-member states proposed an additional protocol to the Council of Europe Cybercrime Convention, addressing materials and "acts of racist or xenophobic nature committed through computer networks"; it was negotiated from late 2001 to early 2002, and, on 7 November 2002, the Council of Europe Committee of Ministers adopted the protocol's final text titled Additional Protocol to the Convention on Cyber-crime, Concerning the Criminalisation of Acts of a Racist and Xenophobic Nature Committed through Computer Systems, ("Protocol"). It opened on 28 January 2003, and became current on 1 March 2006; as of 30 November 2011, 20 States have signed and ratified the Protocol, and 15 others have signed, but not yet ratified it (including Canada and South Africa).

The Protocol requires participant States to criminalize the dissemination of racist and xenophobic material, and of racist and xenophobic threats and insults through computer networks, such as the Internet. Article 6, Section 1 of the Protocol specifically covers Holocaust Denial, and other genocides recognized as such by international courts, established since 1945, by relevant international legal instruments. Section 2 of Article 6 allows a Party to the Protocol, at their discretion, only to prosecute the violator if the crime is committed with the intent to incite hatred or discrimination or violence; or to use a reservation, by allowing a Party not to apply Article 6 – either partly or entirely.[184] The Council of Europe's Explanatory Report of the Protocol says that the "European Court of Human Rights has made it clear that the denial or revision of 'clearly established historical facts – such as the Holocaust  –  ... would be removed from the protection of Article 10 by Article 17' of the European Convention on Human Rights" (see the Lehideux and Isorni judgement of 23 September 1998).

Two of the English-speaking states in Europe, Ireland and the United Kingdom, have not signed the additional protocol, (the third, Malta, signed on 28 January 2003, but has not yet ratified it). On 8 July 2005 Canada became the only non-European state to sign the convention. They were joined by South Africa in April 2008. The United States government does not believe that the final version of the Protocol is consistent with the United States' First Amendment Constitutional rights and has informed the Council of Europe that the United States will not become a Party to the protocol.

Domestic law

There are domestic laws against negationism and hate speech (which may encompass negationism) in several countries, including:

Additionally, the Netherlands considers denying the Holocaust as a hate crime – which is a punishable offence. Wider use of domestic laws include the 1990 French Gayssot Act that prohibits any "racist, anti-Semitic or xenophobic" speech, and the Czech Republic and Ukraine have criminalized the denial and the minimization of Communist-era crimes.

In fiction

In the novel Nineteen Eighty-Four (1949) by George Orwell, the government of Oceania continually revises historical records to concord with the contemporary political explanations of The Party. When Oceania is at war with Eurasia, the public records (newspapers, cinema, television) indicate that Oceania has been always at war with Eurasia; yet, when Eurasia and Oceania are no longer fighting each other, the historical records are subjected to negationism; thus, the populace are brainwashed to believe that Oceania and Eurasia always have been allies against Eastasia. The protagonist of the story, Winston Smith, is an editor in the Ministry of Truth, responsible for effecting the continual historical revisionism that will negate the contradictions of the past upon the contemporary world of Oceania. To cope with the psychological stresses of life during wartime, Smith begins a diary, in which he observes that "He who controls the present, controls the past. He who controls the past, controls the future", and so illustrates the principal, ideological purpose of historical negationism.

Franz Kurowski was an extremely prolific right-wing German writer who dedicated his entire career to the production of Nazi military propaganda, followed by post-war military pulp fiction and revisionist histories of World War II, claiming the humane behaviour and innocence of war crimes of the Wehrmacht, glorifying war as a desirable state, while fabricating eyewitness reports of atrocities allegedly committed by the Allies, especially Bomber Command and the air raids on Cologne and Dresden as a planned genocide of the civilian population.

Prosopagnosia

From Wikipedia, the free encyclopedia
 
Prosopagnosia
Other namesFace blindness
Fusiform face area face recognition.jpg
The fusiform face area, the part of the brain associated with facial recognition
Pronunciation
SpecialtyNeurology

Prosopagnosia (from Greek prósōpon, meaning "face", and agnōsía, meaning "non-knowledge"), also called face blindness, is a cognitive disorder of face perception in which the ability to recognize familiar faces, including one's own face (self-recognition), is impaired, while other aspects of visual processing (e.g., object discrimination) and intellectual functioning (e.g., decision-making) remain intact. The term originally referred to a condition following acute brain damage (acquired prosopagnosia), but a congenital or developmental form of the disorder also exists, with a prevalence rate of 2.5%. The specific brain area usually associated with prosopagnosia is the fusiform gyrus, which activates specifically in response to faces. The functionality of the fusiform gyrus allows most people to recognize faces in more detail than they do similarly complex inanimate objects. For those with prosopagnosia, the new method for recognizing faces depends on the less sensitive object-recognition system. The right hemisphere fusiform gyrus is more often involved in familiar face recognition than the left. It remains unclear whether the fusiform gyrus is only specific for the recognition of human faces or if it is also involved in highly trained visual stimuli.

Acquired prosopagnosia results from occipito-temporal lobe damage and is most often found in adults. This is further subdivided into apperceptive and associative prosopagnosia. In congenital prosopagnosia, the individual never adequately develops the ability to recognize faces.

Though there have been several attempts at remediation, no therapies have demonstrated lasting real-world improvements across a group of prosopagnosics. Prosopagnosics often learn to use "piecemeal" or "feature-by-feature" recognition strategies. This may involve secondary clues such as clothing, gait, hair color, skin color, body shape, and voice. Because the face seems to function as an important identifying feature in memory, it can also be difficult for people with this condition to keep track of information about people, and socialize normally with others. Prosopagnosia has also been associated with other disorders that are associated with nearby brain areas: left hemianopsia (loss of vision from left side of space, associated with damage to the right occipital lobe), achromatopsia (a deficit in color perception often associated with unilateral or bilateral lesions in the temporo-occipital junction) and topographical disorientation (a loss of environmental familiarity and difficulties in using landmarks, associated with lesions in the posterior part of the parahippocampal gyrus and anterior part of the lingual gyrus of the right hemisphere).

The opposite of prosopagnosia is the skill of superior face recognition ability. People with this ability are called "super recognizers".

Types

Apperceptive

Apperceptive prosopagnosia has typically been used to describe cases of acquired prosopagnosia with some of the earliest processes in the face perception system. The brain areas thought to play a critical role in apperceptive prosopagnosia are right occipital temporal regions. People with this disorder cannot make any sense of faces and are unable to make same–different judgments when they are presented with pictures of different faces. They are unable to recognize both familiar and unfamiliar faces. In addition, apperceptive sub-types of prosopagnosia struggle recognizing facial emotion. However, they may be able to recognize people based on non-face clues such as their clothing, hairstyle, skin color, or voice. Apperceptive prosopagnosia is believed to be associated with impaired fusiform gyrus. It is interesting that experiments on the formation of new face detectors in adults on face-like stimuli (learning to distinguish the faces of cats) indicate that such new detectors are formed not in the fusiform, but in the lingual gyrus.

Associative

Associative prosopagnosia has typically been used to describe cases of acquired prosopagnosia with spared perceptual processes but impaired links between early face perception processes and the semantic information we hold about people in our memories. Right anterior temporal regions may also play a critical role in associative prosopagnosia. People with this form of the disorder may be able to tell whether photos of people's faces are the same or different and derive the age and sex from a face (suggesting they can make sense of some face information) but may not be able to subsequently identify the person or provide any information about them such as their name, occupation, or when they were last encountered. Associative prosopagnosia is thought to be due to impaired functioning of the parahippocampal gyrus.

Developmental

Developmental prosopagnosia (DP), also called congenital prosopagnosia (CP), is a face-recognition deficit that is lifelong, manifesting in early childhood, and that cannot be attributed to acquired brain damage. While developmental prosopagnosia begins early in life, many people do not realize that they have DP until later in their adult lives. A number of studies have found functional deficits in DP both on the basis of EEG measures and fMRI. It has been suggested that a genetic factor is responsible for the condition. The term "hereditary prosopagnosia" was introduced if DP affected more than one family member, essentially accenting the possible genetic contribution of this condition. To examine this possible genetic factor, 689 randomly selected students were administered a survey in which seventeen developmental prosopagnosics were quantifiably identified. Family members of fourteen of the DP individuals were interviewed to determine prosopagnosia-like characteristics, and in all fourteen families, at least one other affected family member was found.

In 2005, a study led by Ingo Kennerknecht showed support for the proposed congenital disorder form of prosopagnosia. This study provides epidemiological evidence that congenital prosopagnosia is a frequently occurring cognitive disorder that often runs in families. The analysis of pedigree trees formed within the study also indicates that the segregation pattern of hereditary prosopagnosia (HPA) is fully compatible with autosomal dominant inheritance. This mode of inheritance explains why HPA is so common among certain families (Kennerknecht et al. 2006).

Cause

Prosopagnosia can be caused by lesions in various parts of the inferior occipital areas (occipital face area), fusiform gyrus (fusiform face area), and the anterior temporal cortex. Positron emission tomography (PET) and fMRI scans have shown that, in individuals without prosopagnosia, these areas are activated specifically in response to face stimuli. The inferior occipital areas are mainly involved in the early stages of face perception and the anterior temporal structures integrate specific information about the face, voice, and name of a familiar person.

Acquired prosopagnosia can develop as the result of several neurologically damaging causes. Vascular causes of prosopagnosia include posterior cerebral artery infarcts (PCAIs) and hemorrhages in the infero-medial part of the temporo-occipital area. These can be either bilateral or unilateral, but if they are unilateral, they are almost always in the right hemisphere. Recent studies have confirmed that right hemisphere damage to the specific temporo-occipital areas mentioned above is sufficient to induce prosopagnosia. MRI scans of patients with prosopagnosia showed lesions isolated to the right hemisphere, while fMRI scans showed that the left hemisphere was functioning normally. Unilateral left temporo-occipital lesions result in object agnosia, but spare face recognition processes, although a few cases have been documented where left unilateral damage resulted in prosopagnosia. It has been suggested that these face recognition impairments caused by left hemisphere damage are due to a semantic defect blocking retrieval processes that are involved in obtaining person-specific semantic information from the visual modality.

Other less common etiologies include carbon monoxide poisoning, temporal lobectomy, encephalitis, neoplasm, right temporal lobe atrophy, injury, Parkinson's disease, Alzheimer's disease, and autism spectrum disorder.

Diagnosis

There are few neuropsychological assessments that can definitively diagnose prosopagnosia. One commonly used test is the famous faces tests, where individuals are asked to recognize the faces of famous persons. However, this test is difficult to standardize. The Benton Facial Recognition Test (BFRT) is another test used by neuropsychologists to assess face recognition skills. Individuals are presented with a target face above six test faces and are asked to identify which test face matches the target face. The images are cropped to eliminate hair and clothes, as many people with prosopagnosia use hair and clothing cues to recognize faces. Both male and female faces are used during the test. For the first six items only one test face matches the target face; during the next seven items, three of the test faces match the target faces and the poses are different. The reliability of the BFRT was questioned when a study conducted by Duchaine and Nakayama showed that the average score for 11 self-reported prosopagnosics was within the normal range.

The test may be useful for identifying patients with apperceptive prosopagnosia, since this is mainly a matching test and they are unable to recognize both familiar and unfamiliar faces. They would be unable to pass the test. It would not be useful in diagnosing patients with associative prosopagnosia since they are able to match faces.

The Cambridge Face Memory Test (CFMT) was developed by Duchaine and Nakayama to better diagnose people with prosopagnosia. This test initially presents individuals with three images each of six different target faces. They are then presented with many three-image series, which contain one image of a target face and two distracters. Duchaine and Nakayama showed that the CFMT is more accurate and efficient than previous tests in diagnosing patients with prosopagnosia. Their study compared the two tests and 75% of patients were diagnosed by the CFMT, while only 25% of patients were diagnosed by the BFRT. However, similar to the BFRT, patients are being asked to essentially match unfamiliar faces, as they are seen only briefly at the start of the test. The test is not currently widely used and will need further testing before it can be considered reliable.

The 20-item Prosopagnosia Index (PI20) is a freely available and validated self-report questionnaire that can be used alongside computer-based face recognition tests to help identify individuals with prosopagnosia. It has been validated using objective measures of face perception ability including famous face recognition tests and the Cambridge Face Memory Test. Less than 1.5% of the general population score above 65 on the PI20 and less than 65% on the CFMT.

Treatment

There are no widely accepted treatments.

Prognosis

Management strategies for acquired prosopagnosia, such as a person who has difficulty recognizing people's faces after a stroke, generally have a low rate of success. Acquired prosopagnosia sometimes spontaneously resolves on its own.

History

Selective inabilities to recognize faces were documented as early as the 19th century, and included case studies by Hughlings Jackson and Charcot. However, it was not named until the term prosopagnosia was first used in 1947 by Joachim Bodamer [de], a German neurologist. He described three cases, including a 24-year-old man who suffered a bullet wound to the head and lost his ability to recognize his friends, family, and even his own face. However, he was able to recognize and identify them through other sensory modalities such as auditory, tactile, and even other visual stimuli patterns (such as gait and other physical mannerisms). Bodamer gave his paper the title Die Prosop-Agnosie, derived from Classical Greek πρόσωπον (prósōpon) meaning "face" and αγνωσία (agnōsía) meaning "non-knowledge". In October 1996, Bill Choisser began popularizing the term face blindness for this condition; the earliest-known use of the term is in an 1899 medical paper.

A case of a prosopagnosia is "Dr P." in Oliver Sacks' 1985 book The Man Who Mistook His Wife for a Hat, though this is more properly considered to be one of a more general visual agnosia. Although Dr P. could not recognize his wife from her face, he was able to recognize her by her voice. His recognition of pictures of his family and friends appeared to be based on highly specific features, such as his brother's square jaw and big teeth. Oliver Sacks himself suffered from prosopagnosia, but did not know it for much of his life.

The study of prosopagnosia has been crucial in the development of theories of face perception. Because prosopagnosia is not a unitary disorder (i.e., different people may show different types and levels of impairment), it has been argued that face perception involves a number of stages, each of which can cause qualitative differences in impairment that different persons with prosopagnosia may exhibit.

This sort of evidence has been crucial in supporting the theory that there may be a specific face perception system in the brain. Most researchers agree that the facial perception process is holistic rather than featural, as it is for perception of most objects. A holistic perception of the face does not involve any explicit representation of local features (i.e., eyes, nose, mouth, etc.), but rather considers the face as a whole. Because the prototypical face has a specific spatial layout (eyes are always located above nose, and nose located above mouth), it is beneficial to use a holistic approach to recognize individual/specific faces from a group of similar layouts. This holistic processing of the face is exactly what is damaged in prosopagnosics. They are able to recognize the specific spatial layout and characteristics of facial features, but they are unable to process them as one entire face. This is counterintuitive to many people, as not everyone believes faces are "special" or perceived in a different way from other objects in the rest of the world. Though evidence suggests that other visual objects are processed in a holistic manner (e.g., dogs in dog experts), the size of these effects are smaller and are less consistently demonstrated than with faces. In a study conducted by Diamond and Carey, they showed this to be true by performing tests on dog-show judges. They showed pictures of dogs to the judges and to a control group and they then inverted those same pictures and showed them again. The dog-show judges had greater difficulty in recognizing the dogs once inverted compared to the control group; the inversion effect, the increased difficulty in recognizing a picture once inverted, was shown to be in effect. It was previously believed that the inversion effect was associated only with faces, but this study shows that it may apply to any category of expertise.

It has also been argued that prosopagnosia may be a general impairment in understanding how individual perceptual components make up the structure or gestalt of an object. Psychologist Martha Farah has been particularly associated with this view.

Children

Developmental prosopagnosia can be a difficult thing for a child to both understand and cope with. Many adults with developmental prosopagnosia report that for a long time they had no idea that they had a deficit in face processing, unaware that others could distinguish people solely on facial differences.

Prosopagnosia in children may be overlooked; they may just appear to be very shy or slightly odd due to their inability to recognize faces. They may also have a hard time making friends, as they may not recognize their classmates. They often make friends with children who have very clear, distinguishing features.

Children with prosopagnosia may also have difficulties following the plots of television shows and movies, as they have trouble recognizing the different characters. They tend to gravitate towards cartoons, in which characters have simple but well-defined characteristics, and tend to wear the same clothes, may be strikingly different colours or even different species. Prosopagnosiac children even have a hard time telling family members apart, or recognizing people out of context (e.g., the teacher in a grocery store). Some have difficulty recognising themselves in group photographs.

Additionally, children with prosopagnosia can have a difficult time at school, as many school professionals are not well versed in prosopagnosia, if they are aware of the disorder at all. Recently, a database of children's faces and test for child face perception has been developed, which may offer professionals a way to evaluate if a child has prosopagnosia.

 

Learning disability

From Wikipedia, the free encyclopedia

Learning disability
Other namesLearning difficulties, Developmental academic disorder, Nonverbal learning disorder, Developmental disorder of scholastic skills, unspecified, Knowledge acquisition disability NOS, Learning disability NOS, Learning disorder NOS

A girl holding a sign that says "LD = equally intelligent / Cross out stigma" poses for a photo in Times Square with a man holding a sign that says "Take a picture with a proud Dyslexic".
People at a Learning Disabilities Month event
SpecialtyPsychiatry, Neurology

Learning disability, learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties".

While learning disability and learning disorder are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech language pathologist, or pediatrician). The difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia).

The unknown factor is the disorder that affects the brain's ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.

Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. A multi-disciplinary team frequently helps to design the intervention and to coordinate the execution of the intervention with teachers and parents. This team frequently includes school psychologists, special educators, speech therapists (pathologists), occupational therapists, psychologists, ESL teachers, literacy coaches, and/or reading specialists.

Definition

Representatives of organizations committed to the education and welfare of individuals with learning disabilities are known as National Joint Committee on Learning Disabilities (NJCLD). The NJCLD used the term 'learning disability' to indicate a discrepancy between a child's apparent capacity to learn and his or her level of achievement. Several difficulties existed, however, with the NJCLD standard of defining learning disability. One such difficulty was its belief of central nervous system dysfunction as a basis of understanding and diagnosing learning disability. This conflicted with the fact that many individuals who experienced central nervous system dysfunction, such as those with cerebral palsy, did not experience disabilities in learning. On the other hand, those individuals who experienced multiple handicapping conditions along with learning disability frequently received inappropriate assessment, planning, and instruction. The NJCLD notes that it is possible for learning disability to occur simultaneously with other handicapping conditions, however, the two should not be directly linked together or confused.

In the 1980s, NJCLD, therefore, defined the term learning disability as:

a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to Central Nervous System Dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g. sensory impairment, intellectual disability, social and emotional disturbance) or environmental influences (e.g. cultural differences, insufficient/inappropriate instruction, psychogenic factors) it is not the direct result of those conditions or influences.

The 2002 LD Roundtable produced the following definition:

Concept of LD: Strong converging evidence supports the validity of the concept of specific learning disabilities (SLD). This evidence is particularly impressive because it converges across different indicators and methodologies. The central concept of SLD involves disorders of learning and cognition that are intrinsic to the individual. SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. SLD may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits.

The issue of defining learning disabilities has generated significant and ongoing controversy. The term "learning disability" does not exist in DSM-IV, but it has been added to the DSM-5. The DSM-5 does not limit learning disorders to a particular diagnosis such as reading, mathematics, or written expression. Instead, it is a single diagnosis criterion describing drawbacks in general academic skills and includes detailed specifiers for the areas of reading, mathematics, and written expression.

United States and Canada

In the United States and Canada, the terms learning disability and learning disorder (LD) refer to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason, organize information, and do math. People with learning disabilities generally have intelligence that is average or higher.

Legislation in the United States

The Section 504 of the Rehabilitation Act 1973, effective May 1977, guarantees certain rights to people with disabilities, especially in the cases of education and work, such being in schools, colleges and university settings.

The Individuals with Disabilities Education Act, formerly known as the Education for All Handicapped Children Act, is a United States federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21. Considered as a civil rights law, states are not required to participate.

Canada

In Canada, the first association in support of children with learning disabilities was founded in 1962 by a group of concerned parents. Originally called the Association for Children with Learning Disabilities, the Learning Disabilities Association of Canada – LDAC was created to provide awareness and services for individuals with learning disabilities, their families, at work, and the community. Since education is largely the responsibility of each province and territory in Canada, provinces and territories have jurisdiction over the education of individuals with learning disabilities, which allows the development of policies and support programs that reflect the unique multicultural, linguistic, and socioeconomic conditions of its area.

United Kingdom

In the UK, terms such as specific learning difficulty (SpLD), developmental dyslexia, developmental coordination disorder and dyscalculia are used to cover the range of learning difficulties referred to in the United States as "learning disabilities". In the UK, the term "learning disability" refers to a range of developmental disabilities or conditions that are almost invariably associated with more severe generalized cognitive impairment. The Lancet defines 'learning disability' as a "significant general impairment in intellectual functioning acquired during childhood", and states that roughly one in 50 British adults have one.

Japan

In Japan, acknowledgement and support for students with learning disabilities has been a fairly recent development, and has improved drastically in the last decade. The first definition for learning disability was coined in 1999, and in 2001, the Enrichment Project for the Support System for Students with Learning Disabilities was established. Since then, there have been significant efforts to screen children for learning disabilities, provide follow-up support, and provide networking between schools and specialists.

Effects

The effects of having a learning disability or learning difference are not limited to educational outcomes: individuals with learning disabilities may experience social problems as well. Neuropsychological differences can affect the accurate perception of social cues with peers. Researchers argue persons with learning disabilities not only experience negative effects as a result of their learning distinctions, but also as a result of carrying a stigmatizing label. It has generally been difficult to determine the efficacy of special education services because of data and methodological limitations. Emerging research suggests adolescents with learning disabilities experience poorer academic outcomes even compared to peers who began high school with similar levels of achievement and comparable behaviors. It seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with learning disabilities that are inconsistent with their academic potential (as evidenced by test scores and learning behaviors). It has been said that there is a strong connection between children with a learning disability and their educational performance.

Many studies have been done to assess the correlation between learning disability and self-esteem. These studies have shown that an individual's self-esteem is indeed affected by his or her awareness of their learning disability. Students with a positive perception of their academic abilities generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. However, studies have also shown that several other factors can influence self-esteem. Skills in non-academic areas, such as athletics and arts, improve self-esteem. Also, a positive perception of one's physical appearance has also been shown to have positive effects of self-esteem. Another important finding is that students with learning disabilities are able to distinguish between academic skill and intellectual capacity. This demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem.

Research involving individuals with learning disabilities who exhibit challenging behaviors who are subsequently treated with antipsychotic medications provides little evidence that any benefits outweigh the risk.

Causes

The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. However, some causes of neurological impairments include:

Heredity and genetics
Learning disabilities are often linked through genetics and run in the family. Children who have learning disabilities often have parents who have the same struggles. Children of parents who had less than 12 years of school are more likely to have a reading disability. Some children have spontaneous mutations (i.e. not present in either parent) which can cause developmental disorders including learning disabilities. One study estimated that about one in 300 children had such spontaneous mutations, for example a fault in the CDK13 gene which is associated with learning and communication difficulties in the children affected.
Problems during pregnancy and birth
A learning disability can result from anomalies in the developing brain, illness or injury. Risk factors are fetal exposure to alcohol or drugs and low birth weight (3 pounds or less). These children are more likely to develop a disability in math or reading. Children who are born prematurely, late, have a longer labor than usual, or have trouble receiving oxygen are more likely to develop a learning disability.
Accidents after birth
Learning disabilities can also be caused by head injuries, malnutrition, or by toxic exposure (such as heavy metals or pesticides).

Diagnosis

IQ-achievement discrepancy

Learning disabilities can be identified by psychiatrists, speech language pathologists, school psychologists, clinical psychologists, counseling psychologists, neuropsychologists, speech language pathologists, and other learning disability specialists through a combination of intelligence testing, academic achievement testing, classroom performance, and social interaction and aptitude. Other areas of assessment may include perception, cognition, memory, attention, and language abilities. The resulting information is used to determine whether a child's academic performance is commensurate with his or her cognitive ability. If a child's cognitive ability is much higher than his or her academic performance, the student is often diagnosed with a learning disability. The DSM-IV and many school systems and government programs diagnose learning disabilities in this way (DSM-IV uses the term "disorder" rather than "disability").

Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. Recent research has provided little evidence that a discrepancy between formally measured IQ and achievement is a clear indicator of LD. Furthermore, diagnosing on the basis of a discrepancy does not predict the effectiveness of treatment. Low academic achievers who do not have a discrepancy with IQ (i.e. their IQ scores are also low) appear to benefit from treatment just as much as low academic achievers who do have a discrepancy with IQ (i.e. their IQ scores are higher than their academic performance would suggest).

Since 1998 there have been attempts to create a reference index more useful than IQ to generate predicted scores on achievement tests. For example, for a student whose vocabulary and general knowledge scores matches his/her reading comprehension score a teacher could assume that reading comprehension can be supported through work in vocabulary and general knowledge. If the reading comprehension score is lower in the appropriate statistical sense it would be necessary to first rule out things like vision problems

Response to intervention

Much current research has focused on a treatment-oriented diagnostic process known as response to intervention (RTI). Researcher recommendations for implementing such a model include early screening for all students, placing those students who are having difficulty into research-based early intervention programs, rather than waiting until they meet diagnostic criteria. Their performance can be closely monitored to determine whether increasingly intense intervention results in adequate progress. Those who respond will not require further intervention. Those who do not respond adequately to regular classroom instruction (often called "Tier 1 instruction") and a more intensive intervention (often called "Tier 2" intervention) are considered "non-responders." These students can then be referred for further assistance through special education, in which case they are often identified with a learning disability. Some models of RTI include a third tier of intervention before a child is identified as having a learning disability.

A primary benefit of such a model is that it would not be necessary to wait for a child to be sufficiently far behind to qualify for assistance. This may enable more children to receive assistance before experiencing significant failure, which may, in turn, result in fewer children who need intensive and expensive special education services. In the United States, the 2004 reauthorization of the Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.

The process does not take into account children's individual neuropsychological factors such as phonological awareness and memory, that can inform design instruction. By not taking into account specific cognitive processes, RTI fails to inform educators about a students' relative strengths and weaknesses Second, RTI by design takes considerably longer than established techniques, often many months to find an appropriate tier of intervention. Third, it requires a strong intervention program before students can be identified with a learning disability. Lastly, RTI is considered a regular education initiative and consists of members of general education teachers, in conjunction with other qualified professionals. Occupational therapists (OT's) in particular can support students in the educational setting by helping children in academic and non-academic areas of school including the classroom, recess and meal time. They can provide strategies, therapeutic interventions, suggestions for adaptive equipment, and environmental modifications. OT's can work closely with the child's teacher and parents to facilitate educational goals specific to each child under an RTI and/or IEP.

Latino English language learners

Demographers in the United States report that there has been a significant increase in immigrant children in the United States over the past two decades. This information is vital because it has been and will continue to affect both students and how educators approach teaching methods. Various teaching strategies are more successful for students that are linguistic or culturally diverse versus traditional methods of teaching used for students whose first language is English. It is then also true that the proper way to diagnose a learning disability in English language learners (ELL) differs. In the United States, there has been a growing need to develop the knowledge and skills necessary to provide effective school psychological services, specifically for those professionals who work with immigrant populations.

Currently, there are no standardized guidelines for the process of diagnosing English language learners (ELL) with specific learning disabilities (SLD). This is a problem since many students will fall through the cracks as educators are unable to clearly assess if a student's delay is due to a language barrier or true learning disability. With an unclear diagnosis, many students will suffer because they will not be provided with the tools they need to succeed in the public education school system. For example, in many occasions teachers have suggested retention or have taken no action at all when they lack experience working with English language learners. Students were commonly pushed toward testing, based on an assumption that their poor academic performance or behavioral difficulties indicated a need for special education. Linguistically responsive psychologist understand that second language acquisition is a process and they understand how to support ELLs' growth in language and academically. When ELLs are referred for a psychoeducational assessment, it is difficult to isolate and disentangle what are the effects of the language acquisition process, from poor quality educational services, from what may be academic difficulties that result from processing disorders, attention problems, and learning disabilities. Additionally not having trained staff and faculty becomes more of an issue when staff is unaware of numerous types of psychological factors that immigrant children in the U.S dealing could be potentially dealing with. These factors that include acculturation, fear and/or worry of deportation, separation from social supports such as parents, language barriers, disruptions in learning experiences, stigmatization, economic challenge, and risk factors associated with poverty. In the United States, there are no set policies mandating that all districts employ bilingual school psychologist, nor are schools equipped with specific tools and resources to assist immigrant children and families. Many school districts do not have the proper personnel that is able to communicate with this population.

Spanish-speaking ELL

A well trained bilingual school psychologist will be able to administer and interpret assessment all psychological testing tool. Also, an emphasis is placed on informal assessment measures such as language samples, observations, interviews, and rating scales as well as curriculum-based measurement to complement information gathered from formal assessments. A compilation of these tests is used to assess whether an ELL student has a learning disability or merely is academically delayed because of language barriers or environmental factors. It is very unfortunate that many schools do not have school psychologist with the proper training nor access to appropriate tools. Also, many school districts frown upon taking the appropriate steps to diagnosing ELL students.

Assessment

Many normed assessments can be used in evaluating skills in the primary academic domains: reading, including word recognition, fluency, and comprehension; mathematics, including computation and problem solving; and written expression, including handwriting, spelling and composition.

The most commonly used comprehensive achievement tests include the Woodcock-Johnson IV (WJ IV), Wechsler Individual Achievement Test II (WIAT II), the Wide Range Achievement Test III (WRAT III), and the Stanford Achievement Test–10th edition. These tests include measures of many academic domains that are reliable in identifying areas of difficulty.

In the reading domain, there are also specialized tests that can be used to obtain details about specific reading deficits. Assessments that measure multiple domains of reading include Gray's Diagnostic Reading Tests–2nd edition (GDRT II) and the Stanford Diagnostic Reading Assessment. Assessments that measure reading subskills include the Gray Oral Reading Test IV – Fourth Edition (GORT IV), Gray Silent Reading Test, Comprehensive Test of Phonological Processing (CTOPP), Tests of Oral Reading and Comprehension Skills (TORCS), Test of Reading Comprehension 3 (TORC-3), Test of Word Reading Efficiency (TOWRE), and the Test of Reading Fluency. A more comprehensive list of reading assessments may be obtained from the Southwest Educational Development Laboratory.

The purpose of assessment is to determine what is needed for intervention, which also requires consideration of contextual variables and whether there are comorbid disorders that must also be identified and treated, such as behavioral issues or language delays. These contextual variables are often assessed using parent and teacher questionnaire forms that rate the students' behaviors and compares them to standardized norms.

However, caution should be made when suspecting the person with a learning disability may also have dementia, especially as people with Down's syndrome may have the neuroanatomical profile but not the associated clinical signs and symptoms. Examination can be carried out of executive functioning as well as social and cognitive abilities but may need adaptation of standardized tests to take account of special needs.

Types

Learning disabilities can be categorized by either the type of information processing affected by the disability or by the specific difficulties caused by a processing deficit.

By stage of information processing

Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output. Many learning disabilities are a compilation of a few types of abnormalities occurring at the same time, as well as with social difficulties and emotional or behavioral disorders.

Input
This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position, or size of items seen. There can be problems with sequencing, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice in a classroom setting. Some children appear to be unable to process tactile input. For example, they may seem insensitive to pain or dislike being touched.
Integration
This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
Storage
Problems with memory can occur with short-term or working memory, or with long-term memory. Most memory difficulties occur with one's short-term memory, which can make it difficult to learn new material without more repetitions than usual. Difficulties with visual memory can impede learning to spell.
Output
Information comes out of the brain either through words, that is, language output, or through muscle activity, such as gesturing, writing or drawing. Difficulties with language output can create problems with spoken language. Such difficulties include answering a question on demand, in which one must retrieve information from storage, organize our thoughts, and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with fine motor difficulties may have trouble with handwriting, buttoning shirts, or tying shoelaces.

By function impaired

Deficits in any area of information processing can manifest in a variety of specific learning disabilities. It is possible for an individual to have more than one of these difficulties. This is referred to as comorbidity or co-occurrence of learning disabilities. In the UK, the term dual diagnosis is often used to refer to co-occurrence of learning difficulties.

Reading disorder (ICD-10 and DSM-IV codes: F81.0/315.00)

Reading disorder is the most common learning disability. Of all students with specific learning disabilities, 70–80% have deficits in reading. The term "Developmental Dyslexia" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading process, including difficulty with accurate or fluent word recognition, or both, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension. Before the term "dyslexia" came to prominence, this learning disability used to be known as "word blindness."

Common indicators of reading disability include difficulty with phonemic awareness—the ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence).

Disorder of written expression (ICD-10 and DSM-IV-TR codes 315.2)

The DSM-IV-TR criteria for a disorder of written expression is writing skills (as measured by a standardized test or functional assessment) that fall substantially below those expected based on the individual's chronological age, measured intelligence, and age-appropriate education, (Criterion A). This difficulty must also cause significant impairment to academic achievement and tasks that require composition of written text (Criterion B), and if a sensory deficit is present, the difficulties with writing skills must exceed those typically associated with the sensory deficit, (Criterion C).

Individuals with a diagnosis of a disorder of written expression typically have a combination of difficulties in their abilities with written expression as evidenced by grammatical and punctuation errors within sentences, poor paragraph organization, multiple spelling errors, and excessively poor penmanship. A disorder in spelling or handwriting without other difficulties of written expression do not generally qualify for this diagnosis. If poor handwriting is due to an impairment in the individuals' motor coordination, a diagnosis of developmental coordination disorder should be considered.

By a number of organizations, the term "dysgraphia" has been used as an overarching term for all disorders of written expression.

Math disability (ICD-10 and DSM-IV codes F81.2-3/315.1)

Sometimes called dyscalculia, a math disability involves difficulties such as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page. Dyscalculics are often referred to as having poor "number sense".

Non ICD-10/DSM

  • Nonverbal learning disability: Nonverbal learning disabilities often manifest in motor clumsiness, poor visual-spatial skills, problematic social relationships, difficulty with mathematics, and poor organizational skills. These individuals often have specific strengths in the verbal domains, including early speech, large vocabulary, early reading and spelling skills, excellent rote memory and auditory retention, and eloquent self-expression.
  • Disorders of speaking and listening: Difficulties that often co-occur with learning disabilities include difficulty with memory, social skills and executive functions (such as organizational skills and time management).

Management

Spell checkers are one tool for managing learning disabilities.

Interventions include:

  • Mastery model:
    • Learners work at their own level of mastery.
    • Practice
    • Gain fundamental skills before moving onto the next level
      • Note: this approach is most likely to be used with adult learners or outside the mainstream school system.
  • Direct instruction:
    • Emphasizes carefully planned lessons for small learning increments
    • Scripted lesson plans
    • Rapid-paced interaction between teacher and students
    • Correcting mistakes immediately
    • Achievement-based grouping
    • Frequent progress assessments
  • Classroom adjustments:
    • Special seating assignments
    • Alternative or modified assignments
    • Modified testing procedures
    • Quiet environment
  • Special equipment:
  • Classroom assistants:
    • Note-takers
    • Readers
    • Proofreaders
    • Scribes
  • Special education:

Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports. Other research has pinpointed the use of resource rooms as an important—yet often politicized component of educating students with learning disabilities.

Society and culture

School laws

Schools in the United States have a legal obligation to new arrivals to the country, including undocumented students. The landmark Supreme Court ruling Plyler v. Doe (1982) grants all children, no matter their legal status, the right to a free education. This ruling suggests that as a country we acknowledge that we have a population of students with specific needs that differ from those of native speakers. Additionally specifically in regards to ELL's the supreme court ruling Lau v. Nichols (1974) stated that equal treatment in school did not mean equal educational opportunity. Thus if a school teaches a lesson in a language that students do not understand then they are effectively worthless. This ruling is also supported by English language development services provided in schools, but these rulings do not require the individuals that teach and provide services to have any specific training nor is licensing different from a typical teacher or services provider.

Critique of the medical model

Learning disability theory is founded in the medical model of disability, in that disability is perceived as an individual deficit that is biological in origin. Researchers working within a social model of disability assert that there are social or structural causes of disability or the assignation of the label of disability, and even that disability is entirely socially constructed. Since the turn of the 19th century, education in the United States has been geared toward producing citizens who can effectively contribute to a capitalistic society, with a cultural premium on efficiency and science. More agrarian cultures, for example, do not even use learning ability as a measure of adult adequacy, whereas the diagnosis of learning disabilities is prevalent in Western capitalistic societies because of the high value placed on speed, literacy, and numeracy in both the labor force and school system.

Culture

There are three patterns that are well known in regards to mainstream students and minority labels in the United States:

  • "A higher percentage of minority children than of white children are assigned to special education";
  • "within special education, white children are assigned to less restrictive programs than are their minority counterparts";
  • "the data — driven by inconsistent methods of diagnosis, treatment, and funding — make the overall system difficult to describe or change”.

In the present day, it has been reported that white districts have more children from minority backgrounds enrolled in special education than they do majority students. “It was also suggested that districts with a higher percentage of minority faculty had fewer minority students placed in special education suggesting that 'minority students are treated differently in predominantly white districts than in predominantly minority districts'".

Educators have only recently started to look into the effects of culture on learning disabilities. If a teacher ignores a student's culturally diverse background, the student will suffer in the class. “The cultural repertoires of students from cultural learning disorder backgrounds have an impact on their learning, school progress, and behavior in the classroom”. These students may then act out and not excel in the classroom and will, therefore, be misdiagnosed: “Overall, the data indicates that there is a persistent concern regarding the misdiagnosis and inappropriate placement of students from diverse backgrounds in special education classes since the 1975”.

Social roots of learning disabilities in the U.S.

Learning disabilities have a disproportionate identification of racial and ethnic minorities and students who have low socioeconomic status (SES). While some attribute the disproportionate identification of racial/ethnic minorities to racist practices or cultural misunderstanding, others have argued that racial/ethnic minorities are overidentified because of their lower status. Similarities were noted between the behaviors of “brain-injured” and lower class students as early as the 1960s. The distinction between race/ethnicity and SES is important to the extent that these considerations contribute to the provision of services to children in need. While many studies have considered only one characteristic of the student at a time, or used district- or school-level data to examine this issue, more recent studies have used large national student-level datasets and sophisticated methodology to find that the disproportionate identification of African American students with learning disabilities can be attributed to their average lower SES, while the disproportionate identification of Latino youth seems to be attributable to difficulties in distinguishing between linguistic proficiency and learning ability. Although the contributing factors are complicated and interrelated, it is possible to discern which factors really drive disproportionate identification by considering a multitude of student characteristics simultaneously. For instance, if high SES minorities have rates of identification that are similar to the rates among high SES Whites, and low SES minorities have rates of identification that are similar to the rates among low SES Whites, we can know that the seemingly higher rates of identification among minorities result from their greater likelihood to have low SES. Summarily, because the risk of identification for White students who have low SES is similar to that of Black students who have low SES, future research and policy reform should focus on identifying the shared qualities or experiences of low SES youth that lead to their disproportionate identification, rather than focusing exclusively on racial/ethnic minorities. It remains to be determined why lower SES youth are at higher risk of incidence, or possibly just of identification, with learning disabilities.

Learning disabilities in adulthood

A common misconception about those with learning disabilities is that they outgrow it as they enter adulthood. This is often not the case and most adults with learning disabilities still require resources and care to help manage their disability. One resource available is the Adult Basic Education (ABE) programs, at the state level. ABE programs are allotted certain amounts of funds per state in order to provide resources for adults with learning disabilities. This includes resources to help them learn basic life skills in order to provide for themselves. ABE programs also provide help for adults who lack a high school diploma or an equivalent. These programs teach skills to help adults get into the workforce or into a further level of education. There is a certain pathway that these adults and instructors should follow in order to ensure these adults have the abilities needed to succeed in life. Some ABE programs offer GED preparation programs to support adults through the process to get a GED.  It is important to note that ABE programs do not always have the expected outcome on things like employment. Participants in ABE programs are given tools to help them succeed and get a job but, employment is dependent on more than just a guarantee of a job post-ABE. Employment varies based on the level of growth a participant experiences in an ABE program, the personality and behavior of the participant, and the job market they are entering into following completion of an ABE program. 

Another program to assist adults with disabilities are federal programs called "home and community based services" (HCBS). Medicaid funds these programs for many people through a fee waiver system, however, there are still lots of people on a stand-by list. These programs are primarily used for adults with Autism Spectrum Disorders.  HCBS programs offer service more dedicated to caring for the adult, not so much providing resources for them to transition into the workforce. Some services provided are: therapy, social skills training, support groups, and counseling. 

Contrast with other conditions

People with an IQ lower than 70 are usually characterized as having an intellectual disability and are not included under most definitions of learning disabilities because their difficulty in learning are considered to be related directly to their overall low intelligence.

Attention-deficit hyperactivity disorder (ADHD) is often studied in connection with learning disabilities, but it is not actually included in the standard definitions of learning disabilities. An individual with ADHD may struggle with learning, but he or she can often learn adequately once successfully treated for the ADHD. A person can have ADHD but not learning disabilities or have learning disabilities without having ADHD. The conditions can co-occur.

People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD have might include lack of motivation, high levels of anxiety, and the inability to process information. There are studies that suggest people with ADHD generally have a positive attitude toward academics and, with developed study skills, can perform just as well as individuals without learning disabilities. Also, using alternate sources of gathering information, such as websites, study groups, and learning centers, can help a person with ADHD be academically successful.

Some research is beginning to make a case for ADHD being included in the definition of LDs since it is being shown to have a strong effect on "executive functions" required for learning. This has not as yet affected any official definitions. Though, historically, ADHD was not clearly distinguished from other disabilities related to learning. Scientific research continues to explore the traits, struggles, and learning styles of those with ADHD.

Thermodynamic diagrams

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Thermodynamic_diagrams Thermodynamic diagrams are diagrams used to repr...