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発達障害者支援法の施行(2005)に伴い,乳幼児健康診査時に発達障害の早期発見に十分留意しなければならないとされている。しかし,専門職が発達の経過をみていく必要があると判断した子どもの特性について,母親と専門職の間で共通認識できていない場合が多い。母親と専門職は,どのようなことに重点をおき,子どもの社会性の発達を観察しているのか比較を行いその違いを検討した。結果,母親と専門職では,日本語版M-CHAT23項目中,要求の指さし・興味の指さしなど15項目について認識に違いがみられた。子どもの社会性の発達は1つの項目のみで判断できるものはなく,包括的に捉える知識についても広く啓発する必要があると考える。, By the “support law for developmental disorder" carried out in 2005, we must pay sufficient attention for early detection of developmental disabilities at the time of infant health checkup. However, we cannot share the recognition of the child's characteristics of development, in many cases between mother and professionals. In this study, we compared the recognition of the child's social development between mother and professionals, using the 23 items of the Japanese edition M-CHAT. As results, the 15 items out of 23 items such as pointing of the request and interests, were differed between professionals and mothers. Judgment of the children's social development cannot be decided only in one item, it is considered that it is necessary to spread comprehensive, appropriate knowledge to mother in future.

Syftet med studien är att beskriva några lärares perspektiv på hur grundsärskoleelever påverkas av att vara inkluderade i grundskolan. För att samla in data till studien har den kvalitativa forskningsintervjun använts som metod. Studien bygger på sju intervjuer med grundsärskolelärare och grundskollärare som undervisar grundsärskoleelever som är helt eller delvis inkluderade i grundskolan. Den teoretiska utgångspunkten för studien är Nilholms (2007) beskrivning av tre perspektiv på specialpedagogik, det kompensatoriska perspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultatet av studien visar att det finns flera faktorer som påverkar grundsärskoleelevers inkludering i grundskolan. De faktorer som framträder i studien är organisatoriska faktorer, lärares påverkansfaktorer, såsom deras attityder och kunskaper om inkludering, elevers sociala utveckling och kunskapsutveckling, samt elevers uttryck för påverkan av inkluderingen. I resultatet synliggörs att det finns både möjligheter och svårigheter för eleverna att vara inkluderade, men svårigheterna är övervägande. Den slutsats som kan dras av studien är att det finns stora utvecklingsmöjligheter kring grundsärskoleelevers inkludering i grundskolan. Utvecklingen måste ske på alla nivåer i skolsystemet för att skapa förutsättningar för denna process. I utvecklingsprocessen kommer det att finnas ett behov av speciallärarprofessionen som ser till elevernas individuella behov. The purpose of the study is to describe the perspectives of some teachers on how students in special schools are affected by being included into regular schools. The method used to collect the data has been that of the qualitative research interview. The study is based on seven interviews with teachers at special schools and teachers at regular schools who work with students with intellectual disabilities that are completely or partly included in the regular schools. The theoretical basis for the study is Nilholm´s (2007) description of three perspectives on special education, the compensatory perspective, the critical perspective and the dilemma perspective. The result of the study shows that there are multiple factors affecting the inclusion of students with intellectual disabilities in the regularly schools. The factors emerged in this study are: the school organization, the impact of teachers, such as their attitudes towards and knowledge of the practice of inclusion, the development of social and cognitive skills of the students, as well as the students’ expressions of affection. The results of the study show both possibilities and obstacles for including students with learning disabilities, but the obstacles are greater. The conclusion to be drawn from this study is that there exist great possibilities for the development of inclusion of students with intellectual disabilities in the regular school. The development is necessary on all levels of the school system in order to create the conditions for successful inclusion. In this process there will be a demand for special education teachers who are able to assess the individual needs of these students.

The purpose of this paper is to examine the charactistics of the Intellectual structure of developmentally disabled children byconducting WISC- Ⅲ intelligence test for 32 patients, consisting of 15 of Asperger’s disorder, 17 of high functioning autism. The examination is to anaiyse in IQ, Group index, verbal IQ, action IQ, the score of intraindividual difference. The result shows both of them have an average intellectual ability. Verbal IQ is superior to active IQ for the patients of Asperger’s disorder, on the other hand active IQ is superior to verbal IQ fot the patients of high functioning autism. In group index, Asperger’s disorder patients have high ability to nderstand languages and low integrated capability of perception and high functioning autism patients caused the opposite result. As for the grade point of intradividual difference they are characterized by a big different degree of ability and low ability of understanding. As a result, both disabilities get an imbalance in intellectual structure and Cause the symptoms of hyperactivity disorder and obsession.

Autizam je kompleksan razvojni poremećaj kojeg obilježavaju: • teškoće u socijalnim interakcijama, • teškoće verbalne i neverbalne komunikacije • neuobičajeno ponašanje, ograničene aktivnosti i interesi te različite motoričke smetnje i stereotipije Poremećaji iz autističnog spektra obuhvaćaju autistični poremećaj, Rettov poremećaj, dezintegrativni poremećaj u djetinjstvu, Aspergerov poremećaj, pervazivni razvojni poremećaj te atipični autizam. Unatoč nizu istraživanja uzrok još nije otkriven. Prevladava mišljenje o multikauzalnosti etiologije i kombinaciji genetskih, kongenitalnih faktora te događaja u životu koji su bili stresni za dijete. Novija istraživanja procjenjuju pojavnost poremećaja iz autističnog spektra na otprilike 20 na 10 000 novorođenih, češće pogađa dječake nego djevojčice. Poticanje normalnog razvoja, samostalnosti i socijalizacije, uz slabljenje negativnih oblika ponašanja (agresije, stereotipije, autoagresije) glavni su ciljevi liječenja, odgoja i obrazovanja. Roditeljima se teško suočiti s time da im dijete boluje od autizma. Tu je uloga medicinske sestre da ih educira kako će se nositi s bolešću na što lakši način i kako će svakodnevno pomagati djetetu. Nažalost, za autizam još nije pronađen lijek pa nam ostaje samo da im omogućimo što kvalitetniju skrb, priliku da odrastaju i žive slobodno i kvalitetno. Autism complex developmental disorder is characterized by: • difficulties in social interactions, • difficulties of verbal and non-verbal communication • unusual behavior, limited activities and interests, and various motor disturbances and stereotypes Autistic spectrum disorders include autistic disorder, Rett's disorder, disintegrative disorder in childhood, Asperger's disorder, pervasive developmental disorder and atypical autism. Despite a series of studies the cause has not yet been discovered. The prevailing opinion on pluricausality etiology and combination of genetic, congenital factors and events in their lives that were stressful for the child. Recent studies estimate the prevalence of autistic spectrum disorders in approximately 20 to 10 000 births, affects boys more often than girls. Stimulation of normal development, independence and socialization, the weakening of negative behaviors (aggression, stereotypes, autoagression) are the main goals of treatment, care and education. Parents are hard to face the fact that their child has autism. It is the role of nurses to educate them how to deal with the disease on the easier ways and how to help your child every day. Unfortunately for autism has not yet found a cure, so we only have to provide them with the best possible care, the opportunity to grow up and live free and with quality.

This essay has for subject the care of dyslexic pupils in class within the framework of the written production of words. The dyslexia affects from 5 to 15 % children and there are numerous kinds of dyslexia. Yet the passage to paper for the dyslexic pupils is penalizing because it asks for a very important cognitive cost with regard to lexical capacities or phonological which they are lacking. Taking into consideration these pupils implies to understand the mechanisms necessary for the acquisition of reading and writing skills and the specificities of apprenticeships which characterize the dyslexics. The experimental set up protocol aims at showing from the follow-up of two 10-year-old dyslexic pupils currently in school over a period of 5 weeks, that training, as well as an adapted evaluation can favor the acquisition of a lexical stock. The report of an evolution for both participating pupils tends to show that the training is relevant in an apprenticeship’s situation; however the contribution waited by the adapted evaluation in this apprenticeship must be rethought.; Si la dyslexie peut paraître courante aux enseignants en terme de « trouble » du langage, car elle touche de 5 à 15% des enfants et que de ce fait il semble inévitable de voir un jour l’un de ces enfants devenir un élève de leur classe ; elle n’en reste pas moins un obstacle en termes d’aide et de pédagogie adaptée à prodiguer à ces élèves. Alors qu’il est souvent question de la difficulté première lors de l’apprentissage de la lecture pour les personnes dyslexiques, il s’agira ici de nous intéresser à leur passage à l’écrit. En effet, l’entrée dans l’écriture demandant des mécanismes en corrélation avec ceux de la lecture (voie d’adressage et voie d’assemblage), un nouvel obstacle se lève pour mettre à l’écrit de qu’ils entendent ou ce qu’ils pensent. Et la question que chaque enseignant se pose : alors dans ma classe, dans nos classes, comment venir en aide à ces élèves ?

This article is a review of literature and a report on a case that shows fusion of inferior temporal central incisor with a lateral incisor on both sides, in a five years old male patient treated in the pediatric dentistry clinic at the University of Costa Rica. This abnormality, as well as bilateral fusion are rare, occurring more in primary than in permanent dentition and it is limited mostly to front teeth. It can be partial or total depending on the stage of dental development where fusion occurs. En este artículo, se realiza la revisión de la literatura y el reporte de un caso que muestra fusión de incisivo central con incisivo lateral temporales inferiores de ambos lados, en un paciente masculino de cinco años de edad atendido en la clínica de Odontopediatría de la Facultad de Odontología, Universidad de Costa Rica. Esta anormalidad, y la fusión bilateral son poco frecuentes, se presentan más en la dentición primaria que en la permanente y se limita casi siempre, a las piezas dentales anteriores Esta puede ser parcial o total dependiendo de acuerdo con el momento del desarrollo dental en que ocurra la fusión

This report presents our practice to handmade toys for handicapped children. Each child with developmental disorder has many kind of particular symptoms. Therefore, we must consider to background into each child with disabilities before making toys. In Addition, we are necessary to consider about what is purpose of making toys and how to them. Through the presentation and clinical practice of handmade toys, we have realized that the toys were desirable for most parents or related people., 紀要論文

This report presents our practice to handmade toys for handicapped children. Each child with developmental disorder has many kind of particular symptoms. Therefore, we must consider to background into each child with disabilities before making toys. In Addition, we are necessary to consider about what is purpose of making toys and how to them. Through the presentation and clinical practice of handmade toys, we have realized that the toys were desirable for most parents or related people.

El síndrome de Asperger es un trastorno generalizado del desarrollo de causa desconocida, caracterizado por la presencia de un léxico pedante, falta de empatía en las relaciones sociales, intereses inusuales, torpeza motora y coeficiente de inteligencia normal o elevado, entre otros síntomas. Desde 1994 está definido como entidad específica.Se describe el caso de un niño afectado por este síndrome,con peso y talla elevados y trastorno de la identidad sexual, alteraciones no descritas en el síndrome de Asperger, hasta este momento, en la literatura científica. : Asperger Syndrome is a pervasive developmental disorder of unknown origin, characterized by pedantic language,lack of reciprocity in social interactions, unusual interests, motor clumsiness and normal or above average intelligence quotient, among other symptoms. Since 1994 it has been defined as a specific entity. We describe the case of a boy with this syndrome, with elevated body weight and height and sexual identity disorder. These alterations have not previously been described in the scientific literature on Asperger syndrome.

La parálisis cerebral es un trastorno motor debido a inmadurez cerebral con numerosos déficits asociados, incluidos los adaptativos, sociales, motores, cognitivos y de la comunicación, y con gran impacto en el desarrollo. El objetivo del presente estudio fue estudiar el desarrollo durante un año de niños con parálisis cerebral de uno a seis años. El método empleado fue un diseño ex post facto evolutivo secuencial. Se utilizó la prueba de screening del Inventario de Desarrollo de Battelle en un pretest y en un postest transcurrido un año. La muestra estuvo compuesta por 41 niños de entre 1 y 6 años de edad con diagnóstico de parálisis cerebral infantil. Los niños mostraban puntuaciones en el postest significativamente superiores en todas las áreas estudiadas. Se observó una mejora generalizada en las capacidades de la mayoría de los sujetos. Se discuten las posibles influencias que contribuyen a estas mejoras en los cocientes de desarrollo en la obtención de estos resultados. Cerebral palsy is a motor disorder due to brain immaturity associated with deficit including adaptive deficits, social, engines, cognitive and communication and with great impact on development. The aim was to study the development during a year of children with cerebral palsy from one to six years. The method was a sequential evolutionary ex post facto design. We utilized the screening test of the Battelle Developmental Inventory in a pre-test and a post-test after one year. The sample consisted of 41 children aged between 1 and 6 years of age diagnosed with cerebral palsy. Children in the posttest scores showed significantly higher in all areas studied. There has been an overall improvement in the capabilities of most subjects. Are discussed the possible influences contributing to these improvements in the ratios of development to obtain these results.

Introduction Since 2010, the “Grandir en Languedoc Roussillon” network proposes a monitoring until 7/8 years for children with a risk of handicap, and includes in average 700 newborns per year. Three risk levels are defined: very high, high and moderate risk, depending of perinatal pathology. The children are examined by a referent practitioner who passes developmental surveillance data on to the network. Method We examined the data from 546 24 months aged children (corrected) in five developmental domains. Results Abnormalities of global motor function were found in 11.6% of children, of fine motor control in 5.3% of them. 15% had sensorial disorders (visual and/or auditory), 20% had delayed speech, and at last, 20% of children had behavioral difficulties concerning relationship, separation, feeding, and sleep. Discussion According to scientific literature number of cerebral palsy reaches 2/1000 living births [1] . Risk is more important for preterm infants, inversely proportional to gestational age. In our cohort, “very preterm” or “extremely preterm infants” are over-represented: 3.8% cannot walk at 24 months (corrected) or can walk despite cerebral palsy. In infant with handicap risk, motor disorders are often associated with other developmental difficulties, sometimes minor but not devoid of consequences on fate [2] . The screening and the management of those associated disorders permit to reduce the additional disabilities and learning troubles. This is one goal of the vulnerable children follow-up network.