Children with developmental disability have been increasing in the last decade, in Japan. In regular classrooms, teachers are involved with many children. This study reviews developmental disability research, focusing on regular classrooms. The review focuses on (1) the domestic history with developmental disability in regular classrooms and each disability’s characteristic, (2) the research on reducing problem behavior with behavioral therapy. The study concludes that future research is needed to clear the teacher’s involvement considering the context in regular classrooms.
雑誌名
東京大学大学院教育学研究科紀要
巻
59
ページ
105 - 114
発行年
2020-03-30
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
Graduate School of Education, The University of Tokyo
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通常学級における発達障害研究の動向と展望
edu_59_11.pdf
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