| Project/Area Number |
21730725
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Special needs education
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| Research Institution | Kagoshima University |
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Principal Investigator |
KATAOKA Mika 鹿児島大学, 教育学部, 准教授 (60452926)
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| Research Collaborator |
BRANDON Alicia Landmark College, Associate Professor
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2011: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 発達障害 / 自己権利擁護 / 自己理解 / 障害理解 / 教育支援プログラム / 思春期青年期 / 特別支援 / アメリカ・オーストラリア / 思春期・青年期 / アメリカ:オーストラリア / 特別支援教育 / 青年期 / 国際情報交換 |
|---|
| Research Abstract |
When young people with LD, ADHD and/or ASD begin to acquire self-advocacy skills, teachers should be aware of the students psychological state and support them as they increase their self-understanding of their disabilities. Based on literature reviews, observations, interviews and case studies, it is important to teach students who may support them and how to ask for help. It is also very important that students experience success. Furthermore, support providers should understand students' disabilities before introducing a self-advocacy skill program.
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