干川 隆

特別な支援を必要とする児童と校内支援体制に及ぼす課題解決モデルに基づくショートケース会議の効果 

LD研究 = Japanese journal of learning disabilities 25(4) 489-502 2016年11月  

Effects of Cognitive-style-based Group Instruction on the Kanji Learning of Elementary School Students in Regular Classrooms "jointly worked" 

Bulletin of the Faculty of Education, Kumamoto University 63 175-185 2014年  

Investigation of Mathe Problems and Scoring Procedure in Curriculum-based Measurement: Toward the Introduction of Standars in Japan 

Bulletin of the Faculty of Education, Kumamoto University 63 203-211 2014年  

Ehnancement of School Support System of Special Support Education: How to Proceed with the Case Meeting Based on the Problem Solving Model. 

Bulletin of Center for Educational Research and Training, Faculty of Education, Kumamoto University 31 33-42 2014年  

本人の思いを生かした支援計画の作成 (特集 障害のある児童生徒・青年へのキャリア発達支援(1)キャリア発達支援における主要な課題とその解決に向けた具体的方策) 

発達障害研究 : 日本発達障害学会機関誌 35(4) 320-326 2013年11月  

Effects of Instruction According to the Cognitive Style of Students with Learning Difficulties: Findings and a Future Vision from a Learning Support Classroom. 

Bulletin of the Faculty of Education, Kumamoto University 62 159-168 2013年  

校内支援体制と支援の可能性 

季刊特別支援教育 16 41-46 2005年  

The Study on the Organization and Disorganization of the Ecological Self: The Effects of "Balance-Board" and Dohsa-hou onn Body Sway Induced by Optical Flow 

Memoirs of the faculty of education Kumamoto University (the humanities) 52 85-92 2003年  

The Effects of Dohsa-hou on Body Sway Induced by Optical Flow 

The Journal of Rehabilitation Psychology 31(1) 13-24 2003年  

Individualized Educaitonal Programs: Backgrounds and Frameworks. 

51 233-244 2002年  

Reconsidering Interaciton between Percieiving and Acting from the Viewpoint of the Organization and Disorganization of the Ecological Self. 

51 245-260 2002年  

個別の指導計画と教育支援機器:IEPの意義とミネソタ州における実践 

リハビリテーション・エンジニアリング 15(1) 23-26 2000年  

Individualized education programs in the USA 

J.JPN. Acad. Learn. Disabilit., 7((2)) 44-52 1999年  

Individualized Education Programs in the U.S.A. 

Journal of Japanese Academics of Learning Disabilities 7(2) 44-52 1999年  

Effects of turn-taking through action-tasks on the social interaction of a child with severe mental retardation 

Bulletin of The National Institute of Special Education 22(1-8) 1995年