Nathan and Class A.Nathan's kinderg

Nathan and Class A.Nathan's kindergarten class com­ prised 8 boys (including Nathan) and l3 girls who attended a full school day. Nathan was age 6 during kindergarten. His fourth-grade class consisted of 27 children (l3 boys，l4 girls) whose ages ranged from 9 to l0 years. Nathan，age l0 years，had cerebral palsy，epilepsy，an intellectual disability，and Iim­
ited verbal communication skills. His expressive language，
which could be understood by others，consisted of the words
yes and no，and he was able to pronounce the first sounds of some words. Nathan used a communication board to assist
him with social interaction in the classroom. This device was not taken into the playground during recess or lunchtime. Two different integration assistants worked with Nathan，one in the
moming and during lunch and recess breaks. and another in the aftemoon. During the last few months ofthe study Nathan
relied on a wheeIchair for mobility following reconstructive
surgery. There was one other child with an identified disabil­
ity in this fourth明grade class.

結果 (繁體中文) 1:

由於大量的殘疾enrolled'this學童有資金僱用未經培訓的輔助人員與任課老師的指導下，這些孩子的工作。這些“整合助手”曾與鑑定的殘疾兒童最少一個活動（如數學）到最大半間為期一天的會議中，每週5天，集成援助分配中的感知需求的基礎上進行或殘疾的嚴重程度。是沒有提供其他特殊服務。阿里參加殘疾人和他們的許多同學都參加了，因為幼兒園這同一所學校。

結果 (繁體中文) 2:

由於招收的殘疾兒童人數眾多，這所學校有資金聘請未經培訓的准職業教師在班主任的指導下與這些兒童合作。這些"融合助理"與已識別的殘疾兒童一起工作，至少進行一項活動（如數學），最多每週5天，為期半天。融合援助的任務是根據所感知的需要或殘疾的嚴重程度進行的。沒有提供其他特殊服務。殘疾的AlI參與者和他們的許多同學從幼稚園起就上過這所學校。

結果 (繁體中文) 3:

由於殘疾兒童人數眾多，這所學校有資金聘請未經培訓的輔助人員，在課堂老師的指導下與這些兒童一起工作。這些“綜合助理”與一名殘疾兒童一起工作，每週至少進行一次活動（如數學），最多進行半天的課程，為期5天。綜合援助的任務是根據感知到的需要或殘疾的嚴重程度來分配的。沒有提供其他特別服務。所有殘疾人士和他們的許多同學從幼儿園起就在這所學校上學。