LD ADHD One Perspective on Supporting Japanese Language Learners with LD/ADHD: An Analysis of Teachers Support in the Japanese in Context Course NAKAGAWA Yasuhiro In recent years, there has been increasing attention given to supporting learners with Learning Disabilities (LD) or Attention Deficit Hyperactivity Disorder (ADHD).This paper focuses on the support given by instructors in a Japanese language class with LD/ADHD learners. It also attempts to examine the findings in comparison with Sakane (2000) and Ikeda (2004). Data collected from interviews and field notes in the present study indicate that rather than common practices such as extending the length of test time, and holding test in a separate room, special consideration of the content of tests appear to be more effective. It is also suggested here that other than putting effort to make remedial rules for LD/ADHD learners, it is also important to assign educational counselors in the program and to allocate extra teachers in the classes concerned. LD ADHD 1994 UNESCO 165
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21 2009 2004LD120 113 118 1998 2 192 203 2003 13 99 115 2003 LD ADHD 2006 LD 2000 10 9 20 2006 33 65 2000 http://www.bunka.go.jp/file_l/1000010839_materials. pdf#search=' ' 2008.12.30 Nelson, J. R., Dodd, J. M., & Smith, D. J. 1990 Faculty willingness to accommodate students with learning disabilities A comparison among academic divisions. Journal of Learning Disabilities, 23 3, 185 189. Shaw, R. A. 1999 The case for course substitutions as a reasonable accommodation for students with foreign language learning difficulties. Journal of Learning Disabilities, 32 4, 320 328. 184