著者

堀田 千絵 多鹿 秀継 堀田 伊久子 八田 武志

出版者

人間環境学研究会

雑誌

人間環境学研究 (ISSN:13485253)

巻号頁・発行日

vol.14, no.2, pp.171-178, 2016 (Released:2017-01-06)

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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.