A Study of Fundamental Conditions of Remedial Teaching for Children with Special Educational Needs

1. 对一个被拒绝上学的孩子进行了为期两年的个案研究，据报道，以下是使孩子回到正常班级的重要因素：[][1]普通班教师与特班教师之间的密切合作。(SY.encircled2。[1]孩子入读特殊班的准备时期。本文报道了对一名视障儿童在特殊班级和一名盲人成人在智力发育迟缓的特殊学校的培训和教育的两个案例，这两个案例都表现出发育迟缓和学习迟缓。在这两种情况下，学习动机、能力的提高和活动能力的扩大都得到了认可。问卷调查了日本所有开设言语听力专修班的学校。结果如下：[][]他们所教的孩子中包括各种有特殊教育需要的儿童。[3] 1993年开始实行的一种名为“tsuhkyuhu sidoh kyohshitsu”的新制度，造成了很大的混乱。4.对广岛市15名小学和初中普通班主任进行问卷调查，分别有4.9%和3.5%的普通班主任存在学习困难、拒学、智力迟钝等“高危”状况。对广岛市49所幼儿园的91名教师进行问卷调查。答案显示，除了被评估为残疾儿童的儿童外，还有许多儿童在日常适应方面存在问题。根据幼儿特殊教育教师的经验，提出幼儿教师尴尬的质量及其解决方法是不同的。

1. Case study of a school refusal child was carried out for two years, and the followings were reported to be important factors in order to get back the child to the regular class : (]SY.encircled1.[)keen cooperation between teachers of the regular class and special class. (]SY.encircled2.[)preparatory period for the child being enrolled in special class.2. Two case studies on the training and education for a visually impaired child in a special class and a blind adult in a special school for mental retardation, both showed developmental and academic retardation, were reported. Motivation for learning, improvement in abilities, enlargement in mobility were recognized in both cases.3. Questionnaire survey was made on all the schools in Japan which have speech and hearing special class (es). The results were as follows : (]SY.encircled1.[)various kinds of children with special educational needs were listed as the children they teach.(]SY.encircled2.[)the new system called 'tsuhkyuhu sidoh kyohshitsu'started in 1993, a kind of resource room, create much confusion.4. Questionnaire survey was made on the fifteen regular class teachers of elementary and junior-high schools in Hiroshima City. 4.9% and 3.5%, respectively, were found to be in 'at risk' condition, such as learning difficulty, school refusal, mental retardation.5. Questionnaire survey was made on 91 teachers in 49 nursery schools in Hiroshima City. The answeres revealed that there were many children who showed problems in daily adjustment, in addition to ones who had assessed as children with disabilities. The quality of teacher's embarrassment and its solution for the child was suggested to be different according to the teacher's experience of special aducation of preschoolers.