Abstract
The following demonstrates our thinking regarding learners with developmental disorders. A teacher's special attention emphasizes the learner's developmental disorder and harmfully influences the interpersonal relationship. We did a case study with learners who have development disorders for three months. Children with developmental disorders were placed without an adult supervisor in a regular elementary school class of sixth graders. Using indirect instructional activities, the learners' developmental disorder was less obvious. For instance, in the class, the students teach and assist other students. Moreover, it is permitted for the learner to walk about freely during class activities. The results were that the learners with a developmental disorder came to be able to function with other learners in a standard class. Our results indicate that learners with development disorders can come to function with other learners without the help of an adult supervisor.
