The comprehensive investigations of children with high functioning pervasive developmental disabilities

1)普通学校普通班发育障碍儿童比例在当地核心城市，对所有公立中小学的任课教师进行问卷调查。同样的调查问卷，由教育和科学部，在这个研究中使用。结果显示，疑似患有高功能广泛性发育障碍、注意缺陷多动障碍和/或学习障碍的儿童占普通班级所有儿童的7.3%。这个数值似乎接近6.3%，这是由该部的搜索显示的。2)将具有日本学习障碍学会授权的特殊教育需求专家（S.E.N.S.）资格的专业人员派往普通学校，并调查其对学校的影响。最大的影响似乎是教师的解脱，他们可以随时询问专业人士，并相信他/她的指导可能是适当的。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基础。通过对儿童活动的观察，对日本社会福利制度支持的儿童日服务的效果进行了调查。结果表明，对环境的调节和对儿童活动的精心选择可以使高功能广泛性发育障碍儿童具有合作行为能力，并提高他们的自尊心。

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.