@article{oai:air.repo.nii.ac.jp:00002684,
 author = {熊地, 需 and 藤井, 慶博 and 斎藤, 孝 and 武田, 篤 and KUMACHI, Motomu and FUJII, Yoshihiro and SAITO, Takashi and TAKEDA, Atsushi},
 journal = {秋田大学教育文化学部研究紀要 教育科学},
 month = {Mar},
 note = {In the past several years, special support schools are witnessing the enrollment of children with developmental
disorders but without intellectual retardation, presenting new problems. Until now, action on these problems were
inclined to be remedial efforts made after the fact. In the future, however, active support is needed to be
implemented for these children from the standpoints of physical and mental development. This study examines into
the advantages and the issues for the enrollment of these children in special support schools and into what type of
support is necessary. Regarding the advantages and issues, direct and personalized support to the child was cited as
a benefit. Mentioned as issues are the difficulties stemming from the characteristics of each disorder and action on
secondary disorders. Ideas that are being applied on substance and method of instruction are, for example,
personalized psychological care and attention to disorder characteristics. The focus on future support is on how to
upgrade self-esteem that is now on a low level. Support is being urged on creating opportunities for these children
to be involved in groups to gain experiences of being needed by others, thus leading to growth in the sense of selfworth
and of being a positive contributor.},
 pages = {105--109},
 title = {特別支援学校に在籍する知的発達に遅れのない 発達障害児の現状と課題（5） — 特別支援学校での積極的な支援に向けて—},
 volume = {71},
 year = {2016}
}