AN EXAMINATION OF THE METHODS OF INSTRUCTION IN JAPANESE AND ARITHMETIC FOR CHILDREN WITH INTELLECTUAL DISABILITY : WITH MULTIDIRECTIONAL ASSESSMENTS OF THE CHILDREN USING MEURO-PSYCHOLOGICAL AND PSYCHO-PHYSIOLOGICAL TECHNIQUES.

本研究旨在开发针对智力障碍儿童的日语和算术教学方法，并运用神经心理学和心理生理学技术对智力障碍儿童的大脑皮层功能进行评估。关于人类大脑皮层功能的研究已经做了大量的工作，但似乎缺乏对儿童大脑皮层功能的评价标准。因此，我们不得不在制定标准方面做出很大努力。令人遗憾的是，不可否认的是，这项研究的结果并不令人满意。基于上述原因，我们首先以脑损伤儿童为研究对象，探讨了算术教学的方法。这些儿童不仅表现出与脑损伤成人相同的原始功能障碍，而且还表现出成人所没有的继发性功能障碍。总之，需要区分原始功能障碍和继发性功能障碍，并逐步形成未获得的功能。

In this study, we intended to develop the methods of instruction in Japanese and arithmetic for the children with intellectual disability.For the purpose, we intended to evaluate the cortical functioning in the children using neuro-psychological and psycho-physiological techniques. A large number of studies have been made on cortical function in man. What seems to be lacking, however, is criteria for evaluating cortical function in children. Therefore, we had to make much effort on establishing criteria. To our regrets, it is not to be denied that the results obtained in this study are quite unsatisfactory. There is room for further investigation.For reasons just mentioned above, as a beginning, we examined the methods of instruction in arithmetic with the children with local brain damage. These children showed not only primitive dysfunction identical to one observed in the brain-damaged adults, but also secondary dysfunction not observed in the adults.In conclusion, it needs to differentiate primitive dysfunction from secondary and to form stepwise the unacquired functions.