ABSTRACT
In regular Japanese elementary schools, CSST (class-wide social skill training) and GOC (group contingency or group-oriented contingency) support methods have been reported to be effective in solving interpersonal relationships and behavioral problems of children with developmental disorders in connection with learning. In addition, support for children with developmental disorders in regular classes is complicated, and there is a growing need to consider proposing support methods according to the unique situations of individual classrooms as well as the needs of teachers. Universal Design for Learning has been shown to give flexibility to the students’ efforts, reduce barriers in instruction, and promote academic achievement and motivation for learning of students of the teacher’s entire class, including students who need special educational supports.
