A Study of Fundamental Conditions of Remedial Teaching for Children with Special Educational Needs

1.对一名拒绝入学儿童进行了为期两年的个案研究，据报告，以下是使该儿童重返正规班级的重要因素：(1)正规班级和特殊班级教师之间的密切合作。[]儿童入学特别班的预备期。本文报告了两个案例研究，一个是特殊班的视障儿童，另一个是弱智特殊学校的盲人成人，两者都表现出发展和学习上的迟缓。在两种情况下，学习动机、能力的提高、活动能力的扩大都得到了认可。对日本所有开设言语听力专修班的学校进行了问卷调查。研究结果如下：(1)各类有特殊教育需要的儿童被列为他们所教的儿童。(2)自1993年开始的名为“Tsuhkyuhu sidoh kyohshitsu”的新制度引起了极大的混乱。4.对广岛市15名小学和初中的正规班主任进行了问卷调查，发现分别有4.9%和3.5%的人处于学习困难、拒绝上学、精神发育迟缓等“危险”状态。对广岛市49所幼儿园的91名教师进行了问卷调查。答案显示，除了那些被评估为残疾儿童的儿童外，还有许多儿童在日常适应方面表现出问题。根据教师对幼儿进行特殊教育的经验，提出了不同的幼儿教师尴尬的性质及解决办法。

1. Case study of a school refusal child was carried out for two years, and the followings were reported to be important factors in order to get back the child to the regular class : (]SY.encircled1.[)keen cooperation between teachers of the regular class and special class. (]SY.encircled2.[)preparatory period for the child being enrolled in special class.2. Two case studies on the training and education for a visually impaired child in a special class and a blind adult in a special school for mental retardation, both showed developmental and academic retardation, were reported. Motivation for learning, improvement in abilities, enlargement in mobility were recognized in both cases.3. Questionnaire survey was made on all the schools in Japan which have speech and hearing special class (es). The results were as follows : (]SY.encircled1.[)various kinds of children with special educational needs were listed as the children they teach.(]SY.encircled2.[)the new system called 'tsuhkyuhu sidoh kyohshitsu'started in 1993, a kind of resource room, create much confusion.4. Questionnaire survey was made on the fifteen regular class teachers of elementary and junior-high schools in Hiroshima City. 4.9% and 3.5%, respectively, were found to be in 'at risk' condition, such as learning difficulty, school refusal, mental retardation.5. Questionnaire survey was made on 91 teachers in 49 nursery schools in Hiroshima City. The answeres revealed that there were many children who showed problems in daily adjustment, in addition to ones who had assessed as children with disabilities. The quality of teacher's embarrassment and its solution for the child was suggested to be different according to the teacher's experience of special aducation of preschoolers.