Departmental Bulletin Paper 特別支援学校に在籍する知的発達に遅れのない 発達障害児の現状と課題(5) — 特別支援学校での積極的な支援に向けて—
The Current Conditions and Issues in Children with Developmental Disorders Enrolled in Special Supports Schools but without Intellectual Retardation (5): For more active support at special support schools

熊地, 需  ,  藤井, 慶博  ,  斎藤, 孝  ,  武田, 篤  ,  KUMACHI, Motomu  ,  FUJII, Yoshihiro  ,  SAITO, Takashi  ,  TAKEDA, Atsushi

71pp.105 - 109 , 2016-03-01 , 秋田大学教育文化学部
 In the past several years, special support schools are witnessing the enrollment of children with developmentaldisorders but without intellectual retardation, presenting new problems. Until now, action on these problems wereinclined to be remedial efforts made after the fact. In the future, however, active support is needed to beimplemented for these children from the standpoints of physical and mental development. This study examines intothe advantages and the issues for the enrollment of these children in special support schools and into what type ofsupport is necessary. Regarding the advantages and issues, direct and personalized support to the child was cited asa benefit. Mentioned as issues are the difficulties stemming from the characteristics of each disorder and action onsecondary disorders. Ideas that are being applied on substance and method of instruction are, for example,personalized psychological care and attention to disorder characteristics. The focus on future support is on how toupgrade self-esteem that is now on a low level. Support is being urged on creating opportunities for these childrento be involved in groups to gain experiences of being needed by others, thus leading to growth in the sense of selfworthand of being a positive contributor.

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