認知発達特徴を考慮した早期就学・修学支援の可能性について : 事例からの検討

概要

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Children especially with LD and/or AD/HD, need help adapting to school life, and the earlier the intervention is, the better the result. I examined cognitive features of six children with LD and/or AD/HD. Assessments were conducted with the Form K Development Test and the WISC, and by information from their teachers and parents about their academic performance and social behavior at school. All of the six children had characteristic cognitive features from infancy, especially memory problems : narrow working memory span, slow memory processing and short retention. The result showed that early intervention based on early assessment of cognitive development enabled long-term support. Children could be taught and disciplined efficiently notwithstanding their problems. For example, a child with narrow working memory came to achieve better acquisition and understanding of knowledge, when given instructions of short sentences in succession.
甲南女子大学の論文
2004-03-18