Meeting the Needs of Twice-Exceptional Children in the Science Classroom
Meeting the Needs of Twice-Exceptional Children in the Science Classroom
复制标题
满足科学课堂上两次优秀儿童的需求
DOI：
10.5772/30128
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
M. Sumida
中科院分区：
文献类型：
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作者：
M. Sumida
自2007年起，日本的特殊教育，除了过去特殊教育所针对的障碍，如视力障碍、听力障碍、智力障碍、身体障碍、健康障碍、言语障碍、情绪障碍等，还包括学习障碍（LD）、注意力缺陷/多动障碍（ADHD）、高功能自闭症（HA）和阿斯伯格综合症。这些在日本被认为是轻度发育障碍。文部科学省 (MEXT) 2002 年的调查结果显示，公立小学的教学人员指出，6.3% 的学生存在明显的学习困难和/或行为问题（MEXT，2003 年）。根据对调查中每个项目的答复，估计这些学生中 4.5% 可能患有 LD，2.5% 可能患有 ADHD，0.8% 可能患有 HA（日本特殊教育需要专家协会，2007 年）。
Since 2007, special needs education in Japan, in addition to the disabilities targeted in special education in the past such as visual disorders, hearing disorders, intellectual disabilities, physical handicaps, health impairments, speech disorders, and emotional disturbances – also encompasses Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and High-functioning Autism (HA) and Asperger’s syndrome. These are considered to be mild developmental disorders in Japan. In the survey results of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2002, teaching staff noted pronounced difficulties in learning and/or behavioural problems in 6.3% of students in public primary schools (MEXT, 2003). Based on responses to each item in the survey, it is estimated that 4.5% of these students may have LD, 2.5% may have ADHD, and 0.8% may have HA (Japan Association of the Special Educational Needs Specialist, 2007).
制定日本检查表来识别两次杰出儿童的科学天赋
DOI：
--
发表时间：
2007
期刊：
影响因子：
--
作者：
Sumida;M.
通讯作者：
M.