The comprehensive investigations of children with high functioning pervasive developmental disabilities

1)普通学校随班就读的发展性残疾儿童比例在本地区中心城市，对所有公办中小学任课教师进行问卷调查。这项研究使用了教育和科学部编制的同一份调查问卷。结果表明，在普通班中，疑似高功能广泛性发展障碍、注意缺陷多动障碍和/或学习障碍的儿童占所有儿童的7.3%。这一数值似乎接近6.3%，这是该部搜索的结果。（2）具有特殊教育专业知识的学校辅导员在普通学校中的作用具有特殊教育资格的专业人员需要专家▲（S.E.N.S.）将日本学习障碍研究会授权的《儿童学习障碍量表》发放到普通学校，并调查其对学校的影响。最大的影响似乎是教师可以在任何时候向专业人员提出要求，并相信他/她的指导是适当的。在照顾者和学校教师之间也有重要的桥梁作用，为残疾儿童拥有相同的观点奠定了基础。3）学龄前儿童的指导通过观察儿童的活动，调查了日本社会福利制度支持的儿童日托服务的效果。结果表明，环境的调节和精心选择的儿童活动，使儿童与高功能的广泛性发展障碍，以合作的方式行事，并提高他们的自尊。

1) The rate of children with developmental disabilities in the regular classrooms of regular schoolsIn the core city of local area, questionnaires were sent out to the all classroom teachers in the public elementary and middle schools. The same questionnaire, which was done by the Ministry of Education and Science, was used in this research. The results showed that children with suspected high-functioning pervasive developmental disabilities, attention deficit-hyperactivity disorder and/or learning disorders occupied 7.3% of all children in the regular classrooms. This numerical value seemed close to 6.3% which was shown by the search of the Ministry. The proportion of each disability was similar between our data and that of the Ministry.2) The role of school counselor in the regular school who possesses professional knowledge about special educationThe professional who own the qualification of special education needs specialist▲(S.E.N.S.) authorized by Japanese academy of Learning Disabilities was sent to the regular school and the effects on the school were investigated. The biggest effects seemed to be the relief of teachers who could ask the professional in any time and the confidence that his/her guidance could be appropriate. There are also important roles as bridging between the caregivers and school teachers, laying the foundation of possessing the same point of view for the child with disabilities.3) The guidance of preschool childrenThe effects of child day service which was supported through the Japanese social welfare system were investigated through the observation of child activities. The results demonstrated that the regulation of environments and careful selection of child activities would enable children with high-functioning pervasive developmental disabilities to act co-operatively and increase their self-esteem.