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

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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.