1993 Fiscal Year Final Research Report Summary
A comparative study on learning process and school adaptation with the students who are learning disabled, mildly mentally retarded, and autistic.
| Project/Area Number |
04451064
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| Research Category |
Grant-in-Aid for General Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | The National Institute of Special Education |
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Principal Investigator |
MIYAZAKI Nobuo The National Institute of Special Education, Director, 精神薄弱教育研究部, 部長 (20150055)
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| Co-Investigator(Kenkyū-buntansha) |
OCHIAI Toshiro The National Institute of Special Education, Section Chief, 精神薄弱教育研究部, 研究室長 (00150053)
OGATA Toshio The National Institute of Special Education, Senior Researcher, 精神薄弱教育研究部, 主任研究官 (80152370)
SHINOHARA Yoshinori The National Institute of Special Education, Section Chief, 精神薄弱教育研究部, 研究室長 (10150054)
OSHIO Chikamori The National Institute of Special Education, Section Chief, 精神薄弱教育研究部, 研究室長 (90090422)
OGATA Akiko The National Institute of Special Education, Senior Researcher, 精神薄弱教育研究部, 主任研究官 (40170419)
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| Project Period (FY) |
1992 – 1993
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| Keywords | learning disabilities / mildly mentally retarded / autistic children / school adaptation |
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| Research Abstract |
The purposes of this study were to investigate the characteristics of learning process and the problems related to adjust to school activities manifested by children with special educational needs. The children studied were those who have specific learning difficulties with academics, mildly mentally retarded children, and autistic children. These children are placed in regular classes, special classes, or special school for the handicapped. Their educational needs differ according to each child, and consequently, instructional methods differ by each child. As a result of intervention, their difficulties in behavior control were shown to be very difficult to manage and therefore need long period of intervention.
It was shown from the case studies that in order to conduct an appropriate intervention, we must know what a child's learning characteristics are, we must develop an instructional strategy, and we must access the efficiency of the instruction. The results of our study have shown that not only the instruction to a child, but a support system to support teachers who are responsible for the child is also an important aspect of intervention.
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