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Volume 34 (1996)
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Volume 34, Issue 2
Displaying 1-8 of 8 articles from this issue
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Hidenori SEKIDOArticle type: Article
1996 Volume 34 Issue 2 Pages 1-10
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe incidental teaching method was applied to a 13-year-old autistic youth with speech disorders, in order to shape demand behavior ("mands") by means of writing. After he acquired this behavior, the subject's homeroom teachers and family were taught the incidental teaching method and asked to use it when the subject demanded articles in everyday life settings. Generalization of the subject's mands in everyday life settings was monitored from their responses on a questionnaire that asked how the subject demanded articles that he wanted. Prerequisites for facilitating generalization were analyzed. The results and discussion were as follows: (1) Training on writing the names of articles in the laboratory setting was not a prerequisite for facilitating generalization of the response of writing demands in everyday life settings. But whenever the subject made an error in writing, it was necessary for the person interacting with him to teach him the correct way to write. (2) An effective way to facilitate generalization and maintenance of writing demands in everyday life settings was to teach the persons the subject interacted with the incidental teaching technique, and ask them to use it when he demanded articles in everyday life settings. (3) Besides demands, verbal behavior that had the functions of "response", "description", and "report" were also exhibited. These results suggest that the mands did not generalize, but rather that after acquiring manding behavior, the subject exchanged the signing mode for the writing mode.View full abstractDownload PDF (1029K) -
Hirotoshi OTANI, Iwao OGAWAArticle type: Article
1996 Volume 34 Issue 2 Pages 11-19
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe pictorial scale of perceived competence on cognitive and physical domains, and of social acceptance for children without disabilities, was modified for children with mental retardation. Subjects for the assessment were seventy-nine 9- to 18-year-old students with mild or moderate mental retardation who attended special classes or special schools. Factor analysis and coefficient alpha were used to determine the validity and reliability of this modified scale. The relation of the scale results to mental age and chronological age was analyzed for children in special classes whose mental age was five to eight years. The main findings were as follows: (1) Perceived competence and social acceptance scores declined in proportion to both mental and chronological ages. (2) Perceived competence in the physical domain showed lower scores than that in the cognitive domain. Differences between the physical and cognitive domains in perceived competence were thought to be attributable to the differences in opportunities where the children with mental retardation could compare their own performance directly to the higher performance of their peers without mental retardation.View full abstractDownload PDF (973K) -
Tomomi SANAGIArticle type: Article
1996 Volume 34 Issue 2 Pages 21-32
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSFor treatment of persons with physical disabilities, "education" appeared in addition to "charity" in the latter half of the 19th century. The purpose of the present article is to clarify the contribution of the British Charity Organisation Society (C. O. S.) to this change. At first, the Society intended to solve the problem of pauperism, and the original idea was "charitable relief". The Society criticized Poor Law Relief, and developed a new original principle of charity. The idea of charitable relief was quite different from Poor Law Relief. Although it was intended to solve the problem of pauperism more effectively than the Poor Law, many paupers still remained who were not helped or did not get any support at all. Many individuals with physical disabilities were included among these. The following findings about the Charity Organisation Society were obtained: (1) The Society did not regard individuals with physical disabilities as exceptions. Rather, its goal was to prevent distress and support their independent living, that is, self-reliance, as far as possible. (2) Education was expected to be one of the means to eliminate that pauperism which had not been affected by the Society's principle of charitable relief. (3) The Society made it public that children with physical disabilities were being educated at industrial homes and schools. On the other hand, (4) The Society revealed the fact that a large number of people with physical disabilities had no treatment or education.View full abstractDownload PDF (1415K) -
Ping ZhouArticle type: Article
1996 Volume 34 Issue 2 Pages 33-39
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn August, 1994, China commenced education for children with disabilities under the newly established Education Law for Children with Disabilities of the People's Republic of China. Since the foundation of new China in 1949, the Communist Party and the government of China have been concerned about the problems of education for children with disabilities, and have gradually prepared to pass some laws for them. The special education regulations were partly set up in the Constitution (1982), the Law on Compulsory Education (1986), the Protective Law for Children with Disabilities (1990), and so on. Based on these laws, the 1994 law further detailed and integrated many of the past regulations on education for children with disabilities. Compulsory education for children with disabilities in China has developed comprehensively from the laws, regulations, policies, plans concerned with preschool education, compulsory education, vocational education, teacher training, the evaluation of many aspects of special education, and other factors. Now the equal right of children with disabilities to receive an education and take their part in social life can be assured by the law . No doubt, this is an example of progress in China. In short, we can evaluate the progress of the modern construction of socialism, and hope for further development of the People's Republic of China.View full abstractDownload PDF (837K) -
Tomoko MAEDAArticle type: Article
1996 Volume 34 Issue 2 Pages 41-47
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe aim of the present paper is to examine the characteristics of the training course for teachers of children with hearing disabilities held from 1926 to 1941 at the Nagoya School for the Deaf. The term of this course was soon fixed at approximately 6 months. This course played an important role in the teachers' training in the oral method for people with hearing disabilities, and contributed to the modernization of education for people with hearing disabilities. The characteristics of this training course were as follows: (1) The purpose of the course was to train teachers of children with hearing disabilities to use the oral method. (2) Only ordinary regular elementary school teachers could become students in this course. (3) The curriculum in this course was designed so that the main activities in it were practical training. (4) Most of the graduates of this course became qualified as teachers for children with hearing disabilities.View full abstractDownload PDF (821K) -
Yoshihito ITOHArticle type: Article
1996 Volume 34 Issue 2 Pages 49-58
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article reviews studies of the efficacy of education relating to the integration of children with mental retardation into regular classrooms in the United States. The following were investigated: (1) Special education research has shifted from self-contained special education placements to placements that are integrated into regular classrooms. Special education programs for students with learning disabilities and emotional disorders have become commonplace, as opposed to programs for children who are mentally retarded. (2) With a mandate to serve, and with federal guidelines for diagnosis, services are to be provided by both special and regular education teachers on a part-time or full-time basis. (3) Models of peer tutoring for students with special needs in the regular classroom have proliferated. (4) Few reports reveal that students with special needs have been accepted by their peers in the regular classroom. (5) A new model for special education, referred to as the Regular Education Initiative (REI), has been discussed extensively for the past ten years. REI supporters call for the elimination of special classes and/or resource rooms. However, there is little evidence that special education conducted in regular classrooms achieves better results. There is a definite need for further research.View full abstractDownload PDF (1108K) -
[in Japanese]Article type: Article
1996 Volume 34 Issue 2 Pages 59-68
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (1115K) -
[in Japanese]Article type: Article
1996 Volume 34 Issue 2 Pages 69-75
Published: September 30, 1996
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (890K)
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