発達障害のある子どもに対する就学時の支援方法に関する研究 : 小学校への接続がスムーズにいかなかった事例から

Transition Support of a child with developmental disability : The case that the connection with the elementary school didn't go for smoothly

Manabe Ken

幼年教育研究年報

The Annual of research on early childhood

[ISSN] 0388-3078

[NCID] AN00246110

The Purpose of this study was to obtain suggestion about support of elementary school transition under the condition that there are no regular supports from region, through a case of one child with educational special needs. After school transition, the child can't adjust at their school class and life. To support him adjustment and learning, interagency collaboration was developed and developmental test was done to him. By this process, main teacher of elementary school could estimate his development and team could consider the support that fit to his cognitive discrepancy. Through the case, the points to support school transition under the condition that there are no regular support from region was summarized 3 contents ; 1) the presence of coordinator who could connect parents and school main teacher, 2) the difference between supports that done before school entrance and supports that done after school entrance, 3) conference or cognitive assessment battery.

Transition support after school transition

Interagency process

Identifying of discrepancy

Education [ 370 ]

jpn

広島大学大学院教育学研究科附属幼年教育研究施設

Copyright (c) 2011 幼年教育研究年報編集委員会

[ISSN] 0388-3078

[NCID] AN00246110