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オーストラリアにおける「学習困難」問題の展開と早期対応 －クイーンズランド州の場合－
http://hdl.handle.net/10105/1389
http://hdl.handle.net/10105/1389457a7f31-1d70-4e14-b2fd-de00eeb06823
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE50_1_241.pdf (894.6 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2010-06-08 | |||||||||
| タイトル | ||||||||||
| タイトル | オーストラリアにおける「学習困難」問題の展開と早期対応 －クイーンズランド州の場合－ | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | 学習困難, 学習障害, 早期対応, オーストラリア, クイーンズランド州, learning difficulties, learning disabilities, early intervention, Australia, Queensland | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
玉村, 公二彦
× 玉村, 公二彦
× 片岡, 美華
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| 著者(ヨミ) | ||||||||||
| 姓名 | タマムラ, クニヒコ | |||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | カタオカ, ミカ | |||||||||
| 著者別名 | ||||||||||
| 姓名 | TAMAMURA, Kunihiko | |||||||||
| 著者別名 | ||||||||||
| 姓名 | KATAOKA, Mika | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This paper aims to describe the historical outline and current development of the educational policy for students with learning difficulties in Australia, focusing especially on the state of Queensland. In order to develop educational policy of learning difficulities at the state level, the concept of learning difficulities had been discussed until the middle of the 1970's. Receiving the submissions which argued strongly against a diagnostically-oriented definition of learning disabilities, the Select Comittee concluded that there was much conceptual confusion regarding the definition and cause of learining difficulties that might take many years to resolve. Despite that it was recongnised that action was needed to assist children by looking at their "total learning environmerit", and recommended the development of an educational policy for students with learning difficulties. During 1980's, support teachers for students with learning difficulties were employed in many schools. Scince the early 1980's support teachers have been making their efforts in regular classrooms rather than in the resource rooms. Their roles have been to help students with learning difficulties using effective and specific skills, and to consult with the regular classroom teacher in solving the problems related to learning difficulties in regular classes. Currently, the support system for students with learning difficulties has been employed to organize a more systematic and broader approach in Queensland based on the accountability of schools. In the context of enphasizing literacy and numeracy, a systematic whole school approach and particular programs, such as the Year 2 Diagnostic Net and Reading Recovery, have been introduced into the educational system for early identification and early intervention. | |||||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 50, 号 1, p. 241-250, 発行日 2001-10-15 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Development of Educational Policy and Early Intervention for Learning Difficulties in Australia －In the Case of Queensland－ | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
