巻号一覧
48 巻 (2010)
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48 巻, 6 号
選択された号の論文の11件中1～11を表示しています
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ピアソン スー原稿種別: 本文
2011 年 48 巻 6 号 p. 503-519
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーProfessional development has been seen as a key to progress towards inclusive education. Through the application of activity theory, the present article critically considers the implications of this in England. It analyzes three contemporary initiatives and discusses their implications within the current sociocultural context.抄録全体を表示PDF形式でダウンロード (1311K) -
田原 敬, 原島 恒夫, 小林 優子, 堅田 明義原稿種別: 本文
2011 年 48 巻 6 号 p. 521-538
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate how people with hearing impairments identify environmental sounds. Individuals with hearing impairments took environmental sound identification tests under two conditions: (a) only auditory information, and (b) both auditory and contextual (visual) information. The results revealed that when focusing on auditory information, participants tended to be very good at using temporal information. Moreover, both aided audiogram configurations and a hearing threshold level of 2kHz compared to other frequencies were noted as possible factors enabling identification of environmental sounds. Furthermore, strategies used by individuals with hearing impairments for identifying environmental sounds when contextual information exists can be classified into three types: (a) relying on auditory information as a clue, while not being good at utilizing contextual information, (b) relying on contextual information as a clue, while not being able to understand environmental sounds from only auditory information, and (c) utilizing both auditory and contextual information as clues, and using the information properly according to the situation.抄録全体を表示PDF形式でダウンロード (1178K) -
寺本 淳志, 川間 健之介原稿種別: 本文
2011 年 48 巻 6 号 p. 539-553
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study aims to investigate the social participation of children with severe and multiple disabilities (SMD) and to examine the relation of the children's social participation to personal and environmental variables. Parents of 1,105 students at schools for students who are physically challenged reported their children's social participation during the past year, as well as the students' needs for medical care, their motor function level and communication ability, and characteristics of the family and their use of support services. Some students engaged in a relatively wide range of activities, whereas about 5% were severely restricted in their social participation. Several personal variables (different grade level in school, the children's motor functioning and communication ability, and some types of medical care) and environmental variables (whether or not the child lives in the family's home, others' cooperation with the main caregiver, and use of mobility support services) were associated with social participation. Factors such as the heavy burden of caring for children with severe and multiple disabilities and a lack of human resources for care appeared to have a negative influence on the children's social participation. The focus should be on the main caregiver and the environment that supports these children's social participation.抄録全体を表示PDF形式でダウンロード (1222K) -
野内 友規, 前川 久男原稿種別: 本文
2011 年 48 巻 6 号 p. 555-567
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーWorking memory characteristics of students with reading difficulties were investigated using 4 types of n-back tasks with different stimuli. The participants, 14 ninth-grade students with reading difficulties and pervasive developmental disorders and 40 students with typical development, were required to judge whether a stimulus was identical to the one that had been shown n before. The results indicated that the students with reading difficulties did not have difficulty at n=0. However, they had difficulty at n=1, if both of the stimuli were numbers or hiragana and kanji characters that required linguistic processing, and with random figures that did not need linguistic processing. The present results suggest that students with reading difficulties may have problems with memory representations that are operated internally. Moreover, it is possible that these students have more fundamental problems, such as attention deficits, which may influence multiple modalities.抄録全体を表示PDF形式でダウンロード (988K) -
宮内 久絵原稿種別: 本文
2011 年 48 巻 6 号 p. 569-579
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study focuses on the reorganization of schools for the blind that took place in England in the mid-1930s and 1940s, in order to clarify the process of that reorganization and the reasons behind it. The review concludes that the reorganization plan was conceived in a 1936 survey of the education for the blind that was conducted by the College of Teachers of the Blind and the National Institute for the Blind. Behind that, there was a need to raise the educational efficiency of schools for the blind. The reorganization plan started being discussed in detail 2 years after the survey was published, by members at the National Institute for the Blind who realized that a reorganization would be important for the education of the blind, because creating schools that would fit all children meant preparing children to become democratic citizens just like children without disabilities. The reorganization was pushed forward on the National Institute for the Blind's initiative, with Eagar and Purse taking the lead, and also by people who were blind in the general society, because they had high hopes for the expansion of job opportunities for the blind.抄録全体を表示PDF形式でダウンロード (857K) -
渡邉 雅俊原稿種別: 本文
2011 年 48 巻 6 号 p. 581-591
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate cognitive processes underlying formative activity that contains symbolic use, in students with intellectual disabilities. Participants were 21 students with intellectual disabilities (average MA=8:6; CA=14:9), and 56 children without intellectual disabilities (27 six-year-olds and 29 nine-year-olds). The research task was to draw an original "interesting picture", using a pencil and stickers. The results indicated that the students with intellectual disabilities tended to produce few formative activity containing symbolic use compositions, and that their composition mainly showed typical representations. This may be attributed in large part to the difficulty that students with intellectual disabilities when searching for prior knowledge regarding components, and to their cognitive processes, which tend to be characterized by a limited ability to synthesize mentally or transform individual components.抄録全体を表示PDF形式でダウンロード (918K) -
森脇 愛子, 伊藤 良子, 藤野 博原稿種別: 本文
2011 年 48 巻 6 号 p. 593-604
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study aimed to compare the characteristics of empathy as scaffolding for constructing friendships. Participants were 24 high-functioning children with autism spectrum disorders (ASD) and, for comparison, 24 typically developing children (TYP). The children were matched on age (7-11 years) and gender (each group included 6 girls). The empathic responses that were analyzed included Parallel Empathy (P-E), which refers to reproduction of another person's feelings, and Reactive Empathy (R-E), which refers to one's emotional reaction to another person's feelings. The children's empathic response to their closest friend was measured with the Affective Situation Test (AST). The children with autism spectrum disorders achieved the same level of Parallel Empathy scores as the typically developing children; however, the Reactive Empathy scores of more than a third of the children with autism spectrum disorders were noticeably lower than those of the typically developing children. This suggests that a weakness in Reactive Empathy in children with autism spectrum disorders may be an important factor in the difficulty that they have in constructing reciprocal relationships with friends.抄録全体を表示PDF形式でダウンロード (882K) -
澤 隆史原稿種別: 本文
2011 年 48 巻 6 号 p. 605-618
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to examine the influence of working memory (WM) capacity on text comprehension in children with hearing impairments. Participants were 31 students enrolled in junior high classes at a school for students who are deaf. They were classified into high and low working memory groups on the basis of their working memory span, as assessed by the Counting Span Test. Sentence Verification Technique (SVT) tests were administered to assess the children's comprehension of text, and then the performance of the two working-memory groups on the Sentence Verification Technique tests was compared. The performance on Sentence Verification Technique tests of the children in the high working memory group was higher than that of those in the low working memory group. Although differences were found among the scores for each type of test sentence, no significant interaction was found between working-memory group and type of sentence. These results suggest that working memory capacity is related to text comprehension in children with hearing impairments. On the other hand, differences in working memory capacity should not be reflected in the text processing level of children with hearing impairments.抄録全体を表示PDF形式でダウンロード (1030K) -
迫野 詩乃, 伊藤 友彦原稿種別: 本文
2011 年 48 巻 6 号 p. 619-624
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーIn Japanese, a sequence of two moras is considered to form a prosodic unit, or foot. It has been reported that 4-mora words with an F (foot)+F (foot) structure are easy to utter. The purpose of the present study was to investigate whether it is easier for typically developing children to read 4-mora words with an F+F structure than 3-mora words without it. The stimuli were low-familiarity 4-mora words with an F+F structure and 3-mora words. The participants, 17 six-year-old nursery school children, were asked to read the stimulus words as fast as possible. The children's mean vocal reaction time was significantly shorter for words with 4 moras with an F+F structure than for those with 3 moras. This result suggests that 4-mora words with an F+F structure are easier for 6-year-olds to read than 3-mora words.抄録全体を表示PDF形式でダウンロード (452K) -
レオンハルト アネット原稿種別: 本文
2011 年 48 巻 6 号 p. 625-633
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーThe first time in Germany that a child who was deaf was fitted with a cochlear implant was in 1988. In the course of that year, cochlear implants were increasingly requested by parents who were mostly people without hearing impairments, because over 90% of children who are deaf have parents without hearing impairments. Nowadays, cochlear implantation is a widely recognized and accepted method of treatment. The situation has been different, however, for of parents who themselves are deaf. Bonded by the Deaf community and culture, the Deaf can communicate with their children from the start via sign language. Nevertheless, more and more Deaf parents are opting for a cochlear implant for their children who are deaf. Background for this decision, based on data from interviews with Deaf parents, is described in this paper.抄録全体を表示PDF形式でダウンロード (656K) -
高橋 智, 長崎 勤, 田部 絢子, 石川 衣紀原稿種別: 本文
2011 年 48 巻 6 号 p. 635-643
発行日: 2011/03/31
公開日: 2017/07/28
ジャーナル フリーPDF形式でダウンロード (691K)
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