Improving Itinerant Consultation and Guidance at a Special Support School Through Assessment of Cognitive Characteristics of a Child With Cerebral Palsy

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  • HOSAKA Toshiyuki
    (Present office)Fujimi School for Special Needs Education:Kofu School for Special Needs Education

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  • 書字や描画に困難をもつ一脳性麻痺児の認知特性の把握とそれに応じた指導の効果からみた地域支援のあり方
  • ショジ ヤ ビョウガ ニ コンナン オ モツ イチ ノウセイ マヒジ ノ ニンチ トクセイ ノ ハアク ト ソレニ オウジタ シドウ ノ コウカ カラ ミタ チイキ シエン ノ アリカタ

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Abstract

The present case study focused on an elementary school girl with cerebral palsy caused by periventricular leukomalacia, who had difficulty in writing and drawing. She was 6 years 7 months of age at the first consultation. Her cognitive characteristics were assessed using several psychological tests, including the Frostig Developmental Test of Visual Perception. The results of the tests suggested that her difficulty in visual cognition was more responsible for her problems in writing and drawing than her physical palsy was. These results were explained to her teacher, who was then guided in conducting training suitable for the girl's cognitive characteristics. A year later, the Frostig Test was administered to her again. Her scores for eye-motor coordination, figure-ground, and constancy of shape had improved. In addition, she became to be able to write characters with balanced shapes inside boxes and to draw human figures well enough for her age so that the figures had a good shape and the face and body parts were balanced. Causes of her problems in writing and drawing, effects of the training, and an ideal method of itinerant consultation were discussed.

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