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No.10

2013.1

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This issue features a digest of the lecture by Dr. Keiichiro Watanabe(Chief of Communication Support Room, Division for Counselingand Support, The University of Tokyo) held in last December inNagoya University

NewsHow well do you know about the developmental disorders? Persons with these disorders often have troubles with people
around and are puzzled and worrying every day. We hope that we can cover weak points of each other and build on
individual strengths.

“Understand and help students with developmental disorders”
Characteristics of pervasive developmental
disorder (PDD)

Characteristics of attention-deficit hyperactivity
disorder (AD/HD)

1.

1.

Hyperactivity

2.

Impulsivity

Qualitative impairments in reciprocal social interaction
1) Less eye contact
2) Preferring to be alone
3) Poor at emotional communication with other people
2. Qualitative impairments in communication
1) Understand words only in a literal sense2) Awkward conversation
3. Repetitive behaviors and focused interests
1) Stick to small details and not get the whole picture2) Inflexibility

1) Fidget and squirm
2) Talk nonstop and often get sidetracked
3) Frowned or neglected in leisure activity4) Undertake too many tasks
1) Blurt out inappropriate comments and often jump to a wrong
conclusion

2) Have difficulty waiting for their turns3) Interrupt others’ conversations
3.

Inattention

1) Have difficulty in doing detailed but boring work
2) Forget where they put something3) Have difficulty in clearing up or some other works which needmental effort

4) Have difficulty in completing one thing5) Have difficulty in arranging something in order6) Not notice when spoken by someone7) Cannot concentrate in conversation
8) Easily distracted from conversation
Biological studies have revealed that the developmental disorders are related to functional diversity inbrain function but not to spiritualism.

University should provide special educational services for the students
with developmental disorders, which is stated in the laws.
1. The support Act for people with developmental disorders
Article 8 (2): Universities and technical colleges shall give proper educational consideration in accordance withthe state of disabilities.
2. Basic Act on Education
Article 4 (2): The national and local governments shall provide support in education to persons withdisabilities, to ensure that they are given adequate education in accordance with their condition.

Advice to faculty members and staffs(How shall we deal with the students with developmental disorders?)
1. For smooth communication:
1) Keep the subjects simple and clear.
2) Use visual materials or summery.
3) Had better explain clearly by E-mail rather than verbalcommunication.
4) Try to express specifically.
2. Proceed in small steps.
1) Not good to allow them to think about the subjects by themselves
without providing evaluation axis.
2) Demonstrate and share the whole picture of the subject and then
set a small and tentative goal.
3) Had better set the small goal which is easy enough for them toaccomplish.
3. Activate motivation.
1) Give praise but no punishment. Look for good behavior andpraise it. Point out a specific task which they are trying to do andpraise it.
4. Give them appropriate and calm guidance.
1) Hold a meeting regularly.
2) Inform changes on the schedule as far in advance as possible.
3) Explain the important points in detail and in simple words: why
they are important and the priority order is high. Be consistent.
Changes in the rules puzzle them.
5. Support as a team.
1) It will be a burden if you try to help a student by yourself.
2) Consultation center or family may help you.

Problems in educational services
1. Difficult to recognize the developmental disorder before
admission to school.
According to environmental change, a small problem in mental
development may become more apparent as a disability after
admission to school. (Maladjustment/disability appears during
the interactions with environment.)
2. Some students do not recognize their own problems seriously.
Small problems are hardly recognized as a symptom of thedevelopmental disorders and they do not realize theircharacteristics very well. Thus they do not smoothly request forsupport.
3. Lack of consultation centers.
Since there is no authorized system to evaluate the necessity andcontent of support, we may need to repeat one-to-one
negotiations.

Key points to help

It is well known that there is a broadrange spectrum in the developmental
disorders. If you are worried about aspecific student, you had betterchange the way to interact withhim/her. You may ask him/her “Areyou sometimes puzzled with myexplanation?”
One feature of the students with
developmental disorders is a big gap
between strong and weak subjects.
We do not have to take their problems
seriously as disabilities but we canrecognize as theirpersonality/individuality. Although
their weak points are easily noticed,
you may be able to teach them byhighlighting their good points. The
aim of special educational services
should be to improve the educational
system for them to study comfortably
but not to jack up their test scores.
Since problems appear due to themismatch between the students’characters and environment, it isimportant to improve theenvironment.
Although this issue focuses on thestudents with developmental
disorders, these characteristics are not
restricted to students. Let’s watch ourcolleagues and improve theenvironment of our workplace, which
will eliminate harassment from ourworkplace.
If you have any trouble, please cometo Harassment Consulting Center.

464-8601

Harassment Consultation Center.

Engineering,Building7,2F
E-mail : h-help@post.jimu.nagoya-u.ac.jp
http://www.sh-help.provost.nagoya-u.ac.jp/