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「学びへのアクセス」という観点からみえる発達障害のある児童生徒を対象とした通級指導教室の役割 「教科の内容を取り扱いながらの自立活動の指導」の全国調査結果から

Overview of attention for article published in Japanese Journal of Learning Disabilities, February 2022
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Title
「学びへのアクセス」という観点からみえる発達障害のある児童生徒を対象とした通級指導教室の役割 「教科の内容を取り扱いながらの自立活動の指導」の全国調査結果から
Published in
Japanese Journal of Learning Disabilities, February 2022
DOI 10.32198/jald.31.1_58
Authors

海津 亜希子, 玉木 宗久, 榎本 容子, 伊藤 由美, 廣島 慎一, 井上 秀和

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Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 03 April 2022.
All research outputs
#17,301,727
of 25,392,582 outputs
Outputs from Japanese Journal of Learning Disabilities
#9
of 18 outputs
Outputs of similar age
#307,574
of 517,864 outputs
Outputs of similar age from Japanese Journal of Learning Disabilities
#2
of 4 outputs
Altmetric has tracked 25,392,582 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 18 research outputs from this source. They receive a mean Attention Score of 4.4. This one scored the same or higher as 9 of them.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 517,864 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 28th percentile – i.e., 28% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 4 others from the same source and published within six weeks on either side of this one. This one has scored higher than 2 of them.