発達障害と才能を併せ持つ子どものための教育方法の工夫

要旨

<p>This paper considers the education of twice-exceptional (2E) students who have both developmental disorders and giftedness. Gifted education and education for the disabled students are included in special education in the U.S. The education of 2E students, as both are infused, not only identifies and compensates disabilities, but also identifies and develops giftedness, while compensating the disabilities by utilizing the giftedness.</p><p>First, characteristics of 2E students and the development of the education of 2E students are reviewed. 2E students have difficulties only in special areas of basic skills, such as reading, writing, and talking in order. However, they have no problem in their general cognitive function, and have high abilities in the areas other than the ones in disorder.</p><p>The educational programs for 2E students started in 1980’s, and continue developing, with the schools that started research projects as the main footholds. In late years, the interest in the education of 2E students has increased among teachers, and it has become recognized that there exist 2E students in every school and that they need special educational support.</p><p>Second, the newly popular method of identification of 2E students, RTI (Response to Intervention) is described. For the diagnosis of LD, the discrepancy model has been used, recognizing the discrepancy between intelligence and achievement. However, in late years, the RTI model is used for identifying 2E students. The processes in three Tiers in RTI in Colorado are described.</p><p>Third, the teaching methods in programs for 2E students in public schools are described and discussed, from the viewpoint of making use of individual cognitive traits. The deflection of the cognitive function peculiar to 2E students becomes clear by explaining with the cognitive processing modes called "successive processing" and "simultaneous processing". In the education of 2E students, teaching methods are used that make the most of the strong cognitive characteristics of individual students. Examples in English language teaching are described. Specific teaching methods are taken that are suitable for the characteristics of the developmental disorders, such as LD and Asperger’s disorder.</p><p>Finally, suggestions of the education of 2E students for Japanese education are discussed. The education of students with developmental disorders in Japan needs the viewpoint of the education of 2E students, because the former puts emphasis on identifying and compensating disabilities. The devices of teaching methods in the education of 2E students are also useful to students with learning difficulties in regular classes. Those students’ achievements may improve, if a curriculum covering the weak areas in the cognitive function is devised, and if they acquire learning methods to do so. The opportunities of the education and the reform of the consciousness of teachers are necessary, which pay attention to the giftedness of students with developmental disorders, develop the ability of the individual to the maximum, and promote the sense of self affirmation.</p>