Practices Using Cognitive Approach for Children with Mild Developmental Disabilities in the Regular Class

本研究旨在探讨轻度发育障碍儿童在普通班的适应性认知方法。在小学普通班的日语课和数学课上采用了过程教学法。实践的结果是，孩子们在课堂上表现出积极向上的态度。他们的自我评价越来越高。结果表明，认知方法对日本的教育环境和课程设置同样有效。

The purpose of this study was adaptation cognitive approach for children with mild developmental disabilities in the regular class. The Process-Based-Instruction was used in the Japanese and Math classes in the regular class in elementary school. As the results of practices, the children showed that active and motivated attitude in the class. And their self estimation were getting to high. It was come out that cognitive approach was also useful and effective for Japanese educational setting and curriculum.