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Development of Teaching Materials to Support Learning of Children With Cerebral Palsy in the Japanese Curriculum: Japan School Initiatives
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Author(s): Hisashi Okawara (University of Tsukuba, Japan), Takahito Koyama (University of Tsukuba, Japan), Toshio Shiraishi (University of Tsukuba, Japan), Shuko Ishida (University of Tsukuba, Japan), Chihiro Shingu (University of Tsukuba, Japan)and Atsushi Okawara (Kenzo Estate, Washington State Board of Accountancy, USA)
Copyright: 2019
Pages: 25
Source title:
Handmade Teaching Materials for Students With Disabilities
Source Author(s)/Editor(s): Shigeru Ikuta (Otsuma Women's University, Japan)
DOI: 10.4018/978-1-5225-6240-5.ch007
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Abstract
In addition to bodily dysfunction, about 30 to 50 percent of children with cerebral palsy have various problems in terms of sight and cognitive aspects. For example, sentences that they speak or write are redundant and cannot be summarized. Finding a coherent word or sentence is sometimes difficult for them. It is also difficult to draw a solid on a plane; to recognize the ground from the figure; to capture things while maintaining objective and panoramic viewpoints; to think on the other side. Causes for these difficulties have not yet been elucidated. Teachers are working on effective teaching methods and materials and development for these children's phenomena every day. This study summarizes the practical examples of the teaching materials developed at the school site in Japan and their effects and usefulness.
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