巻号一覧
47 巻 (2009)
- 6 号 p. 427-
- 5 号 p. 281-
- 4 号 p. 201-
- 3 号 p. 147-
- 2 号 p. 81-
- 1 号 p. 1-
47 巻, 6 号
選択された号の論文の6件中1～6を表示しています
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リー グレッグ原稿種別: 本文
2010 年 47 巻 6 号 p. 427-441
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーRecent developments in fields such as newborn hearing screening and cochlear implantation have served to ensure that special educational programmes required to meet the needs of children who are deaf or hard of hearing are increasingly diverse and complex. Consequently, a broader range of professional knowledge and skills is required of these children's teachers than at any point in the history of this field. The present article reviews the current situation in education for children who are deaf, and argues that preparation of teachers so that they are able to work across the full range of potential professional roles is neither logical nor possible in this context. A model for initial and continuing teacher education based on a combination of core and specific elective studies is proposed as an alternative to attempting comprehensive education for teachers of children who are deaf or hard of hearing.抄録全体を表示PDF形式でダウンロード (1321K) -
石塚 誠之, 岡崎 慎治, 前川 久男原稿種別: 本文
2010 年 47 巻 6 号 p. 443-455
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined numerical processing ability in Japanese children with mathematical difficulties (N=6), children without mathematical difficulties (N=95), and adults (N=11). TK-style Japanese language and mathematics diagnostic tests were used to evaluate the children's academic achievement. Numerical comparison task was administrated in order to investigate the processing speed of numerical magnitude and the distance effect, which is a phenomenon in which reaction time decreases as the numerical distance between the stimuli increases. The main results of the numerical comparison task were as follows: (a) Processing speed decreased with age. Furthermore, the children without mathematical difficulties showed the distance effect regardless of age. (b) Processing speed was slower in the children with mathematical difficulties who were in the lower grades. (c) The numerical distance effect was not seen in the participants who had slower reaction times than those of the children with mathematical difficulties who had faster reaction times. These results suggest that children with mathematical difficulties might have trouble with the representation of numerical magnitude.抄録全体を表示PDF形式でダウンロード (1020K) -
五味 洋一, 野呂 文行原稿種別: 本文
2010 年 47 巻 6 号 p. 457-469
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined effects of a function-based intervention on a student's participation in his class and on his teachers' implementation of the intervention. A 12-year-old boy with Asperger's syndrome participated, along with staff at his school. Functional assessment of the student's behavior suggested that his problem behavior might be maintained by the consequences of escape and attention. In Intervention I, setting events and extinction were introduced. In Intervention II, based on a functional assessment of the teachers' behavior, the procedure was modified to add permission cards, which were visual cues for implementation of the intervention. It was hypothesized that the cards would function as an alternative to the problem behavior. The results showed that the function-based intervention with the permission cards was effective for reducing the student's problem behavior and for facilitating implementation by the school staff. The results were discussed in terms of the function of the permission cards and the importance of assessment of the teachers' behavior.抄録全体を表示PDF形式でダウンロード (1126K) -
新井 英靖原稿種別: 本文
2010 年 47 巻 6 号 p. 471-482
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examines the development of support systems for children with learning difficulties in London through an analysis of school reforms by the Inner London Education Authority (ILEA) from the 1960s to the 1980s. The findings are as follows. In the 1960s, there was a strong need to develop support systems for children with learning difficulties in primary and secondary schools in London because of the severity of the educational problems of children who were maladjusted. During the 1970s, the Inner London Education Authority did case studies of some primary and secondary schools in its district and analyzed the key points needed in order to build inclusive education practice. The Inner London Education Authority took a serious view of the following points: (a) Mixed ability grouping with cooperative teaching had good results with children of both above and below average ability. (b) It was important to establish a whole-school approach and to popularize the idea of team support in each school. In the 1980s, the Inner London Education Authority published guidelines for teaching children with learning difficulties, in order to improve advisory and support services and to refocus teaching methods in the primary and secondary schools. The above points were the foundation for constructing inclusive education practice in London.抄録全体を表示PDF形式でダウンロード (1026K) -
任 龍在, 安藤 隆男原稿種別: 本文
2010 年 47 巻 6 号 p. 483-494
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーThe purposes of present study were to analyze the teachers' professionalism in the education of children with severe and multiple disabilities, and to determine effects of teaching experience in special education and curriculum organization on teachers' perception of their professionalism. A teachers' professionalism questionnaire was developed and administered to 361 teachers in special schools for children with physical disabilities. Exploratory factor analysis revealed a 5-factor solution, in which the factors were professional knowledge and skills, understanding of performance, collaboration-based teaching, enthusiasm for education, and children's health care. A 2-way ANOVA pinpointed the 2 main trends. First, all aspects of teachers' professionalism except for "enthusiasm for education" increased with years of experience. Second, teachers in charge of a curriculum aimed at training for independent living (Jiritsu-katsudo centered curriculum) had significantly less "understanding of performance" than did teachers of a curriculum designed for children with intellectual disabilities (intellectual disabilities curriculum).抄録全体を表示PDF形式でダウンロード (982K) -
松下 浩之, 園山 繁樹原稿種別: 本文
2010 年 47 巻 6 号 p. 495-508
発行日: 2010/03/31
公開日: 2017/07/28
ジャーナル フリーIn the present case study, ball-throwing skills were taught to a boy with Asperger's disorder, and secondary benefits for him from that experience were examined. The teaching program was based on applied behavior analysis. After a task analysis that divided overhand ball-throwing behavior into 10 behavior units, training utilized visual stimulus prompts and a chaining procedure, in a changing criterion design. The results showed that, although it took some time to achieve, all the behavior items were learned, so that the boy acquired skills necessary for ball throwing. The present study confirms the effectiveness of prompts using picture cards and behavioral coaching. It was difficult to maintain the boy's motivation for the prolonged training, although verbal interaction may be effective to increase motivation. Secondary effects observed included increased social interaction and a more proactive attitude towards exercise, behaviors that were not goals of the teaching program. Such effects may indicate potential benefits of the acquisition of sports skills as one component of leisure activities of children with developmental disorders.抄録全体を表示PDF形式でダウンロード (1281K)
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