Teaching methods and it's basic principle for promoting the development of children with intellectual disabilities (1)

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  • Hotta Chie
    Department of Education, Kansai University of Welfare Sciences
  • Tajika Hidetsugu
    Department of Psychology and Education, Kobe Shinwa Women's University
  • Hotta Ikuko
    Owari Welfare Consultation Center
  • Hatta Takeshi
    Department of Health Science, Kansai University of Welfare Sciences

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Other Title
  • 知的障害を有する幼児児童生徒の発達を促す教育的指導とその基本原理（1）
  • 知的障害を有する幼児児童生徒の発達を促す教育的指導とその基本原理(1)自立活動、合科的、教科・領域を合わせた指導への具体的活用
  • チテキ ショウガイ オ ユウスル ヨウジ ジドウ セイト ノ ハッタツ オ ウナガス キョウイクテキ シドウ ト ソノ キホン ゲンリ(1)ジリツ カツドウ 、 ゴウカテキ 、 キョウカ ・ リョウイキ オ アワセタ シドウ エ ノ グタイテキ カツヨウ
  • 自立活動、合科的、教科・領域を合わせた指導への具体的活用
  • Use for independence activities and teaching of coupled subject and coupled subject-area

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Abstract

The aim of this study was to disclose the reasoning behind the teaching for children with intellectual disabilities (ID). Based on findings of developmental studies, we looked from the viewpoint of four developmental stages; (1) to 6 months, (2) 6 to 9 months, (3) 9 to 18months, and (4) to 24 months. Especially, as a peripheral area to cognitive abilities, this study identified the characteristics of para-cognitive abilities (e.g., non-cognitive abilities or GRIT as a related technical term) which included motivation, vigor, inquiring mind, concentration of attention, collaboration, emotional intelligence, and other positive qualities. Finally, we discussed the effective teaching methods focused on para-cognitive area for children with ID based upon the findings of developmental studies.

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