AN EXAMINATION OF THE METHODS OF INSTRUCTION IN JAPANESE AND ARITHMETIC FOR CHILDREN WITH INTELLECTUAL DISABILITY : WITH MULTIDIRECTIONAL ASSESSMENTS OF THE CHILDREN USING MEURO-PSYCHOLOGICAL AND PSYCHO-PHYSIOLOGICAL TECHNIQUES.

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In this study, we intended to develop the methods of instruction in Japanese and arithmetic for the children with intellectual disability.For the purpose, we intended to evaluate the cortical functioning in the children using neuro-psychological and psycho-physiological techniques. A large number of studies have been made on cortical function in man. What seems to be lacking, however, is criteria for evaluating cortical function in children. Therefore, we had to make much effort on establishing criteria. To our regrets, it is not to be denied that the results obtained in this study are quite unsatisfactory. There is room for further investigation.For reasons just mentioned above, as a beginning, we examined the methods of instruction in arithmetic with the children with local brain damage. These children showed not only primitive dysfunction identical to one observed in the brain-damaged adults, but also secondary dysfunction not observed in the adults.In conclusion, it needs to differentiate primitive dysfunction from secondary and to form stepwise the unacquired functions.