其他摘要：As the autistic and developmentally disabled children are vastly divergent in their developmental functions. educational programs for these children should be highly individualized. In present symposhim A. Miyake clarified theoretical foundations of developmental assessment and its relation to structuring educational goal or target. J. Hattori presented VTR tapes to show how to find out appropriate way in considering their pathological diagnosis in real educational programs. N. Hattori showed the general model of the program construction usingPsychoeducational Profile (PEP) with a case study from her supervised experience at TEACCH in North Carolina, U.S.A. The first discussant T. Kato suggested that we might have to take steps to put “emergent” response of the PEP to use with good effect in program development and construction. The second discussant H. Araki pointed out his developmental viewpoint to understand the early stages of developmental functioning in presenting suggestive comments of thorough discussion.
