Development of the Approach to Dialogue with Environment intended for Children with LD

举办了两次与环境对话的夏令营。从这些经验中我们发现以下几点： 在我看来，学习障碍的本质是学习效率低下，因此强调“高效学习”作为一种教学方法。高效的学习意味着与环境的对话。与环境对话的方法可以定义为一种通过身体运动促进学习并促进身心发展的教育临床方法。具体项目有（1）认知和语言、（2）节奏、（3）学校科目教学、（4）小组作业、（5）生活教学等。在训练营之前，对培训师进行了指导。教学内容为理论讲座和如何使用言语、表情、手和腿的训练。从本研究中获得的部分教学因素如下：(1)增强身体意象的身体动作(2)排列、调整、分类(3)强调必要信息，去除不必要的信息(4)区分自己的利益、他人的利益、共同的利益(5)区分“取者”和“给予者”(6)获得过程和知识社会生活的程序

Two Camps for the Approach to Dialogue with Environment were held. Several points found from these experiences wewe as follows.From my standpoint that the essence of Learning Disabilities is a low efficiency of learning, "efficient learning" were emphasized as a method of teaching. Efficient learning means dialogue with environment. The Approach to Dialogue with Environment could be defined as an educational-clinical method to promote learning by means of physical movement, and to progress mental and physical development. Concreate programs were (1)cognition & language, (2)rhythmic, (3)teaching of school subjects, (4)groupwork, (5)teaching of life etc. Befor the camp, instruction to trainer was given. Contents of instruction were lectures on theory and trainings how to use speech, expression, hands & legs.Partial factors of teaching obtained from this study were as follows.(1)physical movements to enhance his bodyimage(2)arrangment, adjustment, classification(3)emphasising necessary information and removing unnecessary information(4)discrimination of one' s profit, other's profit, common profit(5)discrimination between "one who takes" and "one who gives"(6)acquisition of process & procedure to life in society