| Co-Investigator(Kenkyū-buntansha) |
HAYASHI Akiko Tokyo Gakugei University, Center for the Research and Support of Educational Practice, Associate Professor (70238096)
OTOMO Kiyoshi Tokyo Gakugei University, Center for the Research and Support of Educational Practice, Professor (30213789)
IKEDA Kazunari Tokyo Gakugei University, Center for the Research and Support of Educational Practice, Associate Professor (50293006)
KANNO Atsushi Tokyo Gakugei University, Center for the Research and Support of Educational Practice, Professor (10211187)
SEKI Hideaki Chiba Institute of Technology, Faculty of Information and Computer Science, Associate Professor (60226636)
霜田 浩信 文教大学, 教育学部, 講師 (80364735)
|
|---|
| Budget Amount *help |
¥3,870,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥270,000)
Fiscal Year 2007: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥2,200,000 (Direct Cost: ¥2,200,000)
|
|---|
| Research Abstract |
The educational diagnosis and the study support program for the developmental disabilities that used the internet environment were developed. This program is composed by two programs.
Program1: Educational diagnosis program: language (pragmatic competence, vocabulary, and grammar), arithmetic (calculation, figure, and arithmetic word problem), and behavior checklist.
Program2: Study support program: Language (pragmatic competence, vocabulary, grammar), Arithmetic (calculation, figure, and arithmetic word problem) and, social skills training.
We introduced it to the teacher and the guardian, and tentative practical use was piled up, and an item and a program were reexamined, and a final edition was confirmed. We got the research partnership from the kindergartens and an elementary school, the intellectual handicapped person facilities.
Research result was given the verification of the utility by using the final edition in these place, and practical simulation was done.
The results were : First, the educational support program for the developmental disorder child was able to be offered directly to the teacher and the guardian. Second, validity and the utility of the program and the system that developed by using internet environment were able to be verified receiving neither time nor a geographic restriction. Third, it is possible to apply it to the support program in the study scene in the teacher and the home by developing the use of this program.
|
