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Volume 41 (2003)
- Issue 6 Pages 613-
- Issue 5 Pages 455-
- Issue 4 Pages 367-
- Issue 3 Pages 287-
- Issue 2 Pages 217-
- Issue 1 Pages 3-
Volume 41, Issue 3
Displaying 1-7 of 7 articles from this issue
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Masashi HAYASHIDA, Yasuyoshi KATOArticle type: Article
2003 Volume 41 Issue 3 Pages 287-296
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe ability of children and adults with hearing impairments to perceive and produce musical rhythms was investigated by measuring their tapping responses to stimuli presented in rhythmic patterns. The rhythmic patterns in the present study consisted of 1 simple repetitive pattern (cadence) and 4 patterns selected from a musical test battery (Primary Measures of Music Audiation; PMMA). Stimuli in the cadence had a regular duration and inter-onset interval (IOI), whereas stimuli in the rhythmic patterns taken from the Primary Measures of Music Audiation had various durations and IOIs. All rhythmic patterns were presented as auditory and/or visual stimuli. Auditory rhythmic patterns consisted of square-wave tones with a frequency of 523.3 Hz (C5), presented from a loudspeaker at each participant's most comfortable loudness level. Visual rhythmic patterns consisted of 10-cm diameter red circles displayed on a personal computer. In tapping to the cadence, the stimulus presentation condition had no significant effect on the accuracy and variance of the tapping responses. In tapping to the 4 rhythmic patterns from the Primary Measures of Music Audiation, however, tapping responses were least accurate with visual stimuli. Time required for synchronization with the rhythmic patterns was shortest when auditory and visual stimuli were presented simultaneously. The present results suggest that for these children and adults with hearing impairments, the combined use of auditory and visual stimuli was effective in enhancing their perception and production of musical rhythms, especially complex rhythms.View full abstractDownload PDF (974K) -
Rio YAMASAKIArticle type: Article
2003 Volume 41 Issue 3 Pages 297-305
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIt has been said that stuttering becomes chronic and cannot be ameliorated if it continues into a person's adulthood. In the present study, interviews were conducted with 7 adults (5 men, 2 women) who stuttered, in order to examine the process by which they came to accept their stuttering. All participants were members of self-help groups for people who stutter. They were questioned about their stuttering, their consciousness of stuttering, and behavior related to stuttering. The participants reported repetitive painful experiences because of their stuttering, after they realized that they stuttered. Negative values were formed not only toward stuttering itself, but also the self-image associated with stuttering. As they came to accept their stuttering, positive values were formed about stuttering and their self-image. On each occasion in which they stuttered, the participants report a pendulum-like change in their feelings. Although this became smaller as they came increasingly to accept their stuttering, the pendulum sway was not necessarily gone. This appears to be one of the factors that makes acceptance of stuttering difficult. The self-help groups' activities were considered to be an effective opportunity for social participation, which could enhance the acceptance of stuttering.View full abstractDownload PDF (1028K) -
Tetsuro TAKEDA, Tomoko TAKAMURA, Hitoshi HARA, Masakuni YAMAMOTOArticle type: Article
2003 Volume 41 Issue 3 Pages 307-315
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article reports on the current situation in Japan of vocational education in upper secondary special schools for children with health impairments, and on internship courses for graduates of those schools. A national survey in the 1998 academic year covered 45 schools with a total of 1,009 students. Students' health problems could be categorized as follows: neurological disorders (422 students; 41.8%), behavioral disorders (238; 23.6%), congenital diseases (97; 9.6%), diseases of the respiratory system (60; 5.9%), and renal diseases (49; 4.9%). At 84.4% of the schools, vocational education subjects, based on the regular school curriculum, such as home economics, business, industry, and agriculture, were offered, with 402 students (39.8%) taking such courses. At 66.7% of the schools, several kinds of job training were carried out, and 177 students (17.5%) had had on-the-job training.View full abstractDownload PDF (949K) -
Michiharu TANAKAArticle type: Article
2003 Volume 41 Issue 3 Pages 317-323
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate whether individuals with mental retardation could change their problem-solving styles from outerdirectedness to innerdirectedness as they develop. Participants were 57 children and youth without mental retardation and 65 individuals with mental retardation. Both groups were divided into 3 MA levels. The 3 groups of participants without mental retardation had average mental ages of 5.9 (CA 5.6), 8.9 (CA 8.4), and 14.8 years (CA 14.2). The 3 groups of individuals with mental retardation had average mental ages of 5.1 (CA 11.8), 8.1 (CA 15.8), and 9.2 years (CA 32.7). A simple discrimination learning task, used as the cued-learning task, was to determine which was the "correct" square of 3 squares of varying sizes (small, medium, and large). Above each square was a small light bulb, which was never paired with the "correct" choice. The results were as follows: (1) The children and youth without retardation showed lower levels of outerdirectedness than did the individuals with mental retardation at all mental ages, and showed the same trend across all subgroups; (2) the individuals with mental retardation in the group with the highest average MA showed higher levels of outerdirectedness.View full abstractDownload PDF (715K) -
Hirohito CHONANArticle type: Article
2003 Volume 41 Issue 3 Pages 325-334
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the effect of teaching Japanese words through Japanese Sign Language to 20 students with hearing impairments. The teaching program consisted of 2 phases: an aural-oral condition, and a Sign Language condition. Immediately after the students were taught the words, they were given a test. Based on their test scores, the students were divided into 4 groups: (a) high performers in the Sign Language condition, (b) high performers in both the aural-oral condition and the Sign Language condition, (c) high performers in the aural-oral condition, and (d) low performers in both the aural-oral condition and the Sign Language condition. In the Sign Language condition, the students who were more skillful in Sign Language learned the most Japanese words. Sign Language had a facilitative effect on the learning of nouns, adverbs, and the roots of words.View full abstractDownload PDF (975K) -
Toshihiro AGATSUMAArticle type: Article
2003 Volume 41 Issue 3 Pages 335-343
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the educational circumstances of Japanese children with disabilities who are living in the U.S., as well as the condition of their parents. Questionnaires were sent to Japanese parents living in the U.S. who have children with disabilities, of whom 71 returned useable questionnaires. The results are as follows: (a) Most of these parents' children with disabilities are enrolled in regular schools, or else special schools, and many of them are in special classes in regular schools. (b) The parents report that they are satisfied with the treatment and services that they receive from many kinds of specialists. (c) The Japanese parents have difficulty in communicating in English with American specialists and teachers, and they would like information provided to them in Japanese. (d) Many of the Japanese parents reported that they would like special Japanese institutions to offer many kinds of services in the U.S.View full abstractDownload PDF (828K) -
Shoji HIGOArticle type: Article
2003 Volume 41 Issue 3 Pages 345-355
Published: September 30, 2003
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSCommunity-based rehabilitation (CBR) is, in general, recognized as a kind of service delivery system or method, used in developing countries because of its developing processes and unbalanced distribution in areas where it has been executed. The purpose of the present paper is to discuss the meaning of community-based rehabilitation for education in Japan, under the assumption that community-based rehabilitation could be understood as a concept with 2 different aspects: (a) a service-delivery system and method, and (b) an ideology of service delivery for people with disabilities. The meaning of community-based rehabilitation is discussed from 3 points of view: (a) misunder-standings about community-based rehabilitation in Japan, (b) paradigm changes included in the philosophy of community-based rehabilitation, and (c) the meaning of community-based rehabilitation for education in Japan. Considering community-based rehabilitation as an ideology of service delivery for people with disabilities is useful for resolving some problems that originate from differences in the amount of social resources in urban and rural areas, nationwide financial difficulties, and the increased number of students who need special support, especially in regular schools in Japan. However, when community-based rehabilitation is introduced into the Japanese educational system, we will have to understand the philosophical differences between community-based rehabilitation and the present system, and cope with practical problems caused by those differences, such as the necessity of developing new training programs for professionals.View full abstractDownload PDF (1270K)
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