A SURVEY RESEARCH OF STUDENTS WITH LEARNING DISABILITIES IN RESOURCE ROOM SETTING

资源室设置中学习障碍学生的调查研究

• 批准号: 11610243
• 负责人: HOSOKAWA Toru
• 金额: $ 2.24万
• 依托单位: Tohoku University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610243/
• 关键词: LEARNING DISABILITIES; RESOURCE ROOM; SURVEYS; INSTRUCTION METHOD; FOLLOW-UP STUDY; 学習障害児; 質問紙調査

Although it is necessary to provide an appropriate educational service for students wit ,learning disabilities (LD), there is no formal education system for them in Japan. However, since 1993, students with LD who are informally instructed in resource rooms for students with speech impairments or who are emotionally disturbed has increased. First, we conducted a survey of 283 speech-impairment resource room teachers of elementary schools. The results showed that (1) the percentage of students with learning disabilities (LD) for all students involved in resource room was only 6.8% ; (2) urging motivation, enhancing self-esteem, and improving communication skills were especially considered as important curricular contents for LD students ; and (3) most resource room teachers offered counseling and advice for the interaction woth the regular class teachers. Secondly, we attempted to empirically classify 183 students, who received resource room services under the category of LD, sampled fr … More om 78 elementary schools. Four factors were extracted from individual profiles of 11 skill areas. Cluster analysis using factor scores revealed 4 types of LD : (1) mixed psychosocial difficulties, (2) listening, speaking, and reasoning difficulties, (3) reading, writing, and math difficulties, and (4) visuospatial difficulties. The latter two types were regarded as true LD or LD without comorbid conditions. Thirdly, we performed a two-year follow-up study to clarify the current educational situation of 21 students with LD in 12 speech impairment resource room of elementary schools in Sendai. Regardless of the merits of resource rooms for meeting student's needs, the results indicated that poor academic skills persisted against remedial efforts. Since there were some students with LD who showed a drop in attendance when they went to junior high school, cooperation and communication between teachers of elementary school and junior high school are needed to implement effective resource room service for students with LD. Less

尽管有必要为有学习障碍（LD）的学生提供适当的教育服务，但日本没有针对他们的正规教育体系。然而，自1993年以来，在语言障碍或情绪障碍学生的资源室接受非正式指导的学习障碍学生有所增加。首先，我们对283名小学言语障碍资源室教师进行了调查。结果表明：（1）学习障碍学生（LD）占资源室参与学生总数的比例仅为6.8%； (2)激发学习动机、增强自尊、提高沟通能力尤其被视为LD学生的重要课程内容； (3)大部分资源室老师对与班主任的互动提供了咨询和建议。其次，我们尝试对 78 所小学中接受资源室服务的 183 名学生进行实证分类。从 11 个技能领域的个人概况中提取了四个因素。使用因子得分的聚类分析揭示了 4 种类型的 LD：(1) 混合心理社会困难，(2) 听力、口语和推理困难，(3) 阅读、写作和数学困难，以及 (4) 视觉空间困难。后两种类型被视为真正的 LD 或无合并症的 LD。第三，我们进行了为期两年的跟踪研究，以明确仙台市12所小学言语障碍资源室的21名学习障碍学生的教育现状。无论资源室在满足学生需求方面的优点如何，结果表明，学术技能较差的情况仍然存在，不利于补救措施。由于部分学习障碍学生升入初中后出勤率有所下降，需要小学和初中教师之间的合作与沟通，为学习障碍学生实施有效的资源室服务。较少的

项目成果

Hwang, Y.H., Hosokawa, T., Abe, Y.: "A follow-up study of LD-suspected children in resource room setting"Annual Reports of the Graduate School of Education, Tohoku University. Vol.50. 181-186 (2002)

黄 Y.H.、细川 T.、阿部 Y.：“资源室环境中 LD 疑似儿童的跟踪研究”东北大学教育研究生院年度报告。

Hwang, Y., Hosokawa, T. & Abe, Y.: "A follow-up study of LD-suspected children in resource room setting"Annual Reports of the Graduate School of Education, Tohoku University. vol. 50. 181-186 (2002)

黄，Y.，细川，T.

Hwang Y.H., Hosokawa T., Abe Y.: "A follow-up study of LD-suspected children in resource room setting"Annual Reportsof the Graduate School of Education, Tohoku University. Vol. 50(in press). (2002)

Hwang Y.H.、Hosokawa T.、Abe Y.：“资源室环境中 LD 疑似儿童的跟踪研究”东北大学教育研究生院年度报告。

阿部芳久,細川徹,黄淵熙: "通常学級における学習障害児への教育的対応に関する実態調査"日本LD学会第9回大会発表論文集. 124-127 (2000)

阿部义久、细川彻、黄渊熙：“普通班学习障碍儿童教育支援现状调查”日本LD学会第9次会议记录124-127（2000年）。

Hosokawa, T., Abe, Y., Hwang, Y., & Sasaki, M.: "Four types of children referred for learning disabilities in resource room setting"International Journal of Psychology. vol. 35. 431 (2000)

细川 T.、阿部 Y.、黄 Y.、