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A STUDY ON THE EDUCATIONAL INTERVENTION FOR THE LEARNING DISABLED CHILDREN

学习障碍儿童的教育干预研究

基本信息

批准号：
03610149
负责人：
SHINOHARA Yoshinori
金额：
$ 1.15万
依托单位：
NATIONAL INSTITUTION OF SPECIAL EDUCATION
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1991
资助国家：
日本
起止时间：
1991 至 1992
项目状态：
已结题

项目摘要

Basically, the educational provision for the learning disabled children presented here is discussed following the definition of learning disabilities formulated at 1989 by the National Joint Committee on Learning Disabilities.The disorders the learning disabled children show are classified into four major disorders, i.e. disorders of spoken language(listening and speaking), disorders of written language(reading and writing), disorders of arithmetic, and disorders of reasoning(thinking and conceptualization). In this study, especially disorders of arithmetic are focused on, their conditions are inquired by reviewing the relevant literature, and the educational supports are offered according to their characteristics disorders of arithmetic. From the educational point of view, to comprehend the special educational needs of the learning disabled children is more significant than to diagnose them as the learning disabled. Understanding the special educational needs of children makes practit … More ioners provide them with optimum educational services. Grasping exactly the special educational needs of the learning disabled children, it is insufficient to administer the standardized test such as the Stanford-Binet Intelligence Test. The criterion-referenced assessment and/or the curriculum-based assessment is worthy of utilization on the occasion of precise understanding about the special educational needs.The learning disabled children with difficulties in academic skills can scarcely use the learning strategy, because far from knowing the function of it, they don't perceive the presence of it. They were given the meta-cognitive learning strategies and trained to use them. The strategy training has certified that the application of these strategies to problem solving improves the learning of the children.There is quite a number of the learning disabled children who are in the regular class, depending upon the nature and degree of the disability. Working through the literature's on the education for the learning disabled children taking a lesson in the regular classes, it is suggested that the peer tutoring as the form of learning will be sure to be considerably suitable for the children even though requiring further examination. Less

学习障碍儿童表现出的障碍被分为四大类，即口语障碍(听和说)、书面语言障碍(读和写)、算术障碍和推理障碍(思维和概念化)。本研究以算术障碍学生为研究对象，通过查阅相关文献，了解他们的情况，并针对他们的算术障碍特点提供教育支持。从教育的角度来看，了解学习困难儿童的特殊教育需求比诊断他们为学习困难儿童更有意义。了解儿童的特殊教育需求使Practit…更多的电离层为他们提供最佳的教育服务。准确把握学习困难儿童的特殊教育需求，仅靠斯坦福-比奈智力测验这样的标准化考试是不够的。标准参照评估和/或课程化评估在准确了解特殊教育需要的场合是值得利用的。学习困难儿童几乎不能使用学习策略，因为他们远远不知道学习策略的功能，也没有意识到它的存在。他们被给予了元认知学习策略，并接受了使用这些策略的培训。策略培训证明，这些策略在解决问题中的应用促进了儿童的学习。根据残疾的性质和程度，有相当数量的学习障碍儿童在正常班级。通过对学习困难儿童随班就读教育的文献研究，认为同伴辅导作为一种学习形式，在需要进一步检验的情况下，一定会对学习困难儿童产生相当大的影响。较少