Learning by Children With Profound and Multiple Disabilities: Review of Research
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- HIGUCHI Kazuhiko
- Faculty of Education, Shimane University
Bibliographic Information
- Other Title
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- 学習の視点からみた重度・重複障害児研究の展望
- ガクシュウ ノ シテン カラ ミタ ジュウド ・ チョウフク ショウガイジ ケンキュウ ノ テンボウ
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Abstract
<p>The present article reviews publications on the learning of children with profound and multiple disabilities. Because of the severity and overlap of these children's disabilities, it is not easy to set up suitable goals and curricula for them, and teachers at schools for children with special needs have a diffıcult time. However, regardless of the severity of these children's disabilities, it is important that they learn actively by themselves. The present review classifıed articles in the published literature on the learning of children with profound and multiple disabilities into the following categories: (a) the relation between children with profound and multiple disabilities and the teachers who try to communicate with them (kakawarite), (b) cognitive development and applied behavior analysis, (c) mass teaching and group learning, (d) joint attention, and (e) ecological psychology. Previous research has strongly emphasized the importance of teachers' actions and the setting for learning. The present review discusses the learning of children with profound and multiple disabilities from the perspective of cultural psychology.</p>
Journal
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- The Japanese Journal of Special Education
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The Japanese Journal of Special Education 56 (1), 33-46, 2018-05-31
The Japanese Association of Special Education
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Keywords
Details 詳細情報について
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- CRID
- 1390283659822441344
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- NII Article ID
- 130007757221
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- NII Book ID
- AN00172513
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- ISSN
- 21865132
- 03873374
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- NDL BIB ID
- 029217883
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- CiNii Articles
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- Abstract License Flag
- Disallowed