米国の学習障害児指導におけるプロセス・アプローチ後の展開 -1970年代後半から80年代の諸論に着目して-

Abstract

The purpose of this study is to clarify the characteristics of instruction for students with Learning Disabilities (LD) in the USA, especially after the decline of the process approach. For this purpose, this study focused on several instructional methods proposed from the late 1970s to late1980s. The major instructional methods were 1)Direct Instruction, 2) cognitive strategy - oriented approach, and 3)holistic/constructivist approach. Comparison of these three approaches indicated some similarities as well as differences. These three approaches were similar in the use of reading and writing activities to teach skills and strategies. This is the major difference between them and the process approach. On the other hand, these three approaches were different in the roles teachers and students took in the lesson. In the Direct Instruction and cognitive strategy - oriented approach, the systematicity of learning contents was regarded as important; however, the holistic/ constructivist approach regarded students' motive and interest as most important. These differences mean that the three approaches cannot be unified.