Pilot study on developmental of planning in ill-defined problem solvingby children with mild to moderate intellectual disabilities

本研究的目的是探讨智障学生在定义不清的问题解决中的计划能力的发展。研究任务是用铅笔画一幅原创性的“有趣的图画”：（1）智力残疾学生作文的特点（平均，8岁6个月）与6岁非智力残疾奥尔兹所做的大致相同，这表明有两个（2）对创作行为的分析结果表明，智障学生在创作前没有做好充分的规划。(3)结果表明，通过对主题的理解和设计的思考来支持策划，对提高作品的特色是有效的。

The purpose of present study was to investigate development ofplanning underlying ill-defined problem-solving, in students with intellectualdisabilities. The research task was to draw an original “interesting picture”, usinga pencil a(1) The characteristics ofcompositions of students with intellectual disabilities (average, 8 years 6 months)were roughly the same as those made by the six-year-olds without intellectualdisabilities, which suggests that there is a two(2) The analysisresult of the production behavior showed that an enough planning had not been done beforestudents with intellectual disabilities produced the composition.(3) It was shown thatsupport of planning by thinking about interpretation of theme and the design waseffective for the improvement of characteristics of the compositions.