Problem Identification and Guidance for a Child with Learning Disabilities in Mathematics

足し算が難しいと訴える小学３年生の女児の計算困難の原因を調べ，学校での指導を行った。WISC-Ⅳ，DTVP-2，K-ABC等の複数の検査結果と，算数の学習の様子の観察から，視覚・空間認知障害が基本障害として存在することと，言語性障害に見られる数唱が正しく言えないという２点が計算困難を引き起こす原因だろうと考えられた。数唱の指導，具体物の操作を媒介とした学習を通して，量の視覚的イメージ化を促進した。また，立体コピーされた図形を女児に触らせながら見せる方法の指導を通じて視覚認知のパフォーマンスが向上し，算数困難が緩和された。視覚認知障害を含む算数障害児については，触覚をともなった視知覚利用の有効性が事例から確認された。We tried to identify causes for a 3rd-grade female student who complained about difficulties with addition. We then provided her with guidance at school. Based on results of several tests including WISC-Ⅳ，DTVP-2，and K-ABC and observation of her while learning mathematics, we concluded her counting problem had two causes: 1） she has visio-spatial organization deficit as fundamental disorder and 2） she cannot tell digit span correctly as seen in verbal disorder. We provided guidance on counting and learning through physical handling of specific objects in order to help her visually imagine quantities. Additionally, an approach where three dimensional copies of graphics were presented for her to touch improved visual perception performance, alleviating difficulties in mathematics. The case confirmed the effectiveness of combining visual perception with touching on children with learning difficulties in mathematics including visio-spatial organization deficit