@article{oai:nufs.repo.nii.ac.jp:00000074,
 author = {安田, 眞由美},
 issue = {18},
 journal = {長崎外大論叢, The Journal of Nagasaki University of Foreign Studies},
 month = {Dec},
 note = {This work examines the case of Student C, who was diagnosed with Aspergerʼs syndrome in the US. Student C received individual academic support from a tutor, causing various changes in Student C during a Japanese language class. These changes in Student C are reported here in terms of the studentʼs attendance rate, the studentʼs test scores, and the rate at which the student handed in homework.
The current authors provided Student C with individual academic support. This resulted in positive changes, i.e. fewer absences, improved test scores, and more frequent completion of homework, during Student Cʼs attendance in a Japanese language class.
Support from the tutor did not involve special forms of support, special learning materials, or special learning aids. Instead, support involved the textbook used in the class and handouts distributed during the class. The tutor individually reviewed what was taught during the class “once again” “with Student C” “at Student Cʼs pace.”
Student C is a student with developmental disabilities who had difficulties after arriving in Japan. In such cases, support should not take a special form or involve special materials. Instead, support should be provided by a tutor. Findings suggested that this approach allowed Student C to successfully transition to life as a student.},
 pages = {149--160},
 title = {発達障害を持つ留学生の指導と課題(2) -自閉症スペクトラムのケースを通して-},
 year = {2014}
}