A Fundamental Study on the Teaching Method of Handwriting for Children with Disabilities

存在于书写学习早期阶段的儿童，经常观察到错误的字母。本研究旨在探讨书写困难儿童的书写特点，并尝试为其制定书写纠正方案。此外，我们发现许多孩子在学习过程中没有表现出学习手写的动机，然后对这些孩子的支持计划也进行了检查。本研究结果已在第二届国际卢利亚纪念大会（莫斯科）和日本特殊教育协会等刊物上发表。探讨了小学书法教学中应注意的问题。研究了智力低下儿童字母自我纠错功能的习得过程。考察了智力低下儿童在生活中使用所学字母的支持方法。研究了视力障碍儿童书写中视觉功能的作用。

In children who exist in early stages of handwriting learning, wrong letters are frequently observed. The purpose of this study was to investigate the writing features of the children with writing difficulty and to try to make the remediation program of handwriting for them. Moreover, we found many children who didn't show the motive of the handwriting learning in the study process, then the support plan for those children was also examined. The results of this study were made public in Second International Luria Memorial Conference (Moscow) and Japanese Association of Special Education, etc.The following contents were examined at this study period.1.The consideration matters in teaching handwriting in the elementary school were examined.2.The acquisition process of the function to self-correct wrong letters was examined in children with mental retardation.3.The supporting method that had children with mental retardation use the learned letters in their life was examined.4.The role of the visual function in handwriting was examined in children with visual impairment.