巻号一覧
43 巻 (2005)
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43 巻, 6 号
選択された号の論文の10件中1～10を表示しています
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金 炳廈原稿種別: 本文
2006 年 43 巻 6 号 p. 449-457
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーProblems in the practice of inclusion is a historically complicated issue. Each country has encountered its own issues in relation to the practice of inclusion, because it has its own problems in particular situations and contexts. From an international comparison study, Mazurek and Winzer (1994) ranked countries as being in various developmental phases of special education, according to the degree of inclusion. I question whether inclusion is indeed an ultimate purpose of the developmental phases of special education and whether it is reasonable to rank countries according to the degree and level of inclusion. In Korea, inclusive education is a central issue of educational policy at national level. We have a legal basis to support the policy, regulated by the Korean Special Education Law (1994), and Elementary and Secondary School Education Law (2004). Currently there is a big gap between reality and pursuit in inclusive education in Korea. However, I expect a dynamic empowerment in the actual process of inclusion, as much as in political and economic development in Korea.抄録全体を表示PDF形式でダウンロード (762K) -
吉岡 昌子, Takashi MUTO原稿種別: 本文
2006 年 43 巻 6 号 p. 459-472
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study evaluated a procedure to improve notetaking for Deaf students by focusing on the interactions among notetakers, Deaf students, and teachers. One Deaf student, 3 notetakers, and 2 teachers participated in this study. Communication sheets were developed to facilitate appropriate evaluation and communication among the participants. The sheets were implemented after each class as an intervention. Participants' answers to questions on the sheets, as well as the in-class behavior of the notetakers and the teachers, improved as a result of the intervention. The results indicate that the support procedure was effective in facilitating interaction among the participants, which, in turn, affected notetaking positively.抄録全体を表示PDF形式でダウンロード (941K) -
坂尻 千恵, 前川 久男原稿種別: 本文
2006 年 43 巻 6 号 p. 473-484
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーADHD is known well as a developmental disorder characterized by behavioral inhibition. The present study aimed to investigate developmental changes and characteristics of inhibitory control in children with ADHD. For this purpose, we used a stop-signal task, modifying the procedure in order to determine the timing of the stop delay so that the timing was related to individual response speed. Participants, elementary-school-age children with ADHD (N=18) and without ADHD (controls; N=64), were divided into 2 groups, younger and older. The children with ADHD had variable reaction time; the rate of their errors was high compared to the control children. Their reactions to go signals were inefficient; there were no differences between the 2 ADHD groups on the inhibition. Some children with ADHD were able to inhibit the response to go signals and used waiting strategies, as did the control children. However, the change in their inhibitory control with increasing age was slow in comparison with the control children. We found that how the strategies were used was related to inhibitory control.抄録全体を表示PDF形式でダウンロード (825K) -
横山 久美子, 直井 望, 山本 淳一原稿種別: 本文
2006 年 43 巻 6 号 p. 485-503
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe Picture Exchange Communication System (PECS) is widely used with non-verbal children with autistic disorders as an Augmentative and Alternative Communication (AAC). Most of the participants in prior research on that method, although referred to as non-verbal, had initial vocal repertoires of at least a few words. The purpose of the present study was to examine whether 3 elementary-school-age children with autistic disorders whose vocal repertoires were severely limited, such as only a few phonemes, could acquire elementary communication skills using PECS. The present study incorporated task analysis, in which a sequence of picture-exchanging behaviors was divided into 4 components. The results demonstrated that all 3 children acquired the basic component of PECS within a short period. Data from the task analysis revealed that, with increased use of PECS, their prior mode of communication (grabbing, reaching, or crying) was gradually replaced, thereby indicating the reinforcing value embedded in PECS. In addition, the present data suggest that PECS training produced collateral behavioral changes, such as an emergence of intelligible vocalization, even in students who had previously had severely limited vocal repertoires.抄録全体を表示PDF形式でダウンロード (1439K) -
直井 望, 横山 久美子, 山本 淳一原稿種別: 本文
2006 年 43 巻 6 号 p. 505-518
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined the effectiveness of matrix training procedures for establishing adjective-object two-word utterances in children with autism. The procedure included training both receptive and expressive responses in one trial. Participants were 3 children with autism who were at the one-word production stage. A multiple baseline design across participants was employed. Participants were taught 3 of 9 receptive and expressive responses. The results showed that generalization to the untrained stimuli of the matrix was achieved by all the children. Furthermore, all the children demonstrated generalization to the matrix, including untrained objects. The intervention strategy, including both expressive and receptive training in one trial, facilitated both expressive and receptive responses to the untrained stimuli in these lower-functioning children with autism.抄録全体を表示PDF形式でダウンロード (1268K) -
島守 幸代, 伊藤 友彦原稿種別: 本文
2006 年 43 巻 6 号 p. 519-527
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study was designed to investigate the effects of phonological factors on stuttering in Japanese children. The difference in the frequency of stuttering was compared between words beginning with light syllables (i.e., syllables, which, in Japanese, are those with one mora) and those with heavy syllables (two moras). The participants were 38 elementary school students who stuttered. A non-word reading task was used. The results were as follows: (1) The frequency of stuttering was significantly higher in words beginning with light than with heavy syllables. (2) Among 4 types of heavy syllables, the frequency of stuttering was significantly lower on long vowels than on diphthongs and geminate stops. Moreover, the frequency of stuttering on long vowels tended to be lower than that on nasal consonants, although this difference was not statistically significant. These results suggest that words beginning with heavy syllables are easier for stuttering children to pronounce than those with light syllables, and that among the 4 types of heavy syllables, long vowels are the easiest to pronounce.抄録全体を表示PDF形式でダウンロード (621K) -
小林 優子, 原島 恒夫, 吉岡 博英, 堅田 明義原稿種別: 本文
2006 年 43 巻 6 号 p. 529-540
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーPeople with unilateral hearing impairment cannot obtain cues from the interaural acoustical difference between their ears, so they usually have difficulty in locating sounds. But, they may compensate for this by utilizing visual information and/or searching for acoustical information with behavior such as head movements. The present study examined the effect of positional information on sound localization by people with unilateral hearing impairment, and compared 2 indices, accuracy and searching behavior. Accuracy scores in a condition with information presented about the position of sound sources were better than those in a condition without that information. Therefore, it was suggested that information about the sound source may increase accuracy. Among people with unilateral hearing impairment, the amount of searching behavior was different between the 2 conditions. While activity of 2 participants increased in the condition with information about the position of the sound source, 1 person's activity decreased. It was postulated that the timing of the onset of the hearing impairment may be a factor influencing to ability to localize, but other factors should be investigated.抄録全体を表示PDF形式でダウンロード (810K) -
林 恵津子, 寺田 信一, 堅田 明義原稿種別: 本文
2006 年 43 巻 6 号 p. 541-553
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe present article reports a study of sleep problems and motor development in children with motor disabilities that details the relation between the children's specific sleep problems, as reported by their parents on recall questionnaires, and their achievement of movement milestones, as assessed by Movement Education Program Assessment (MEPA-II). The results confirmed that there is a significant correlation between sleep problems and motor development. The higher the level of motor ability the children achieved, the less likely they were to experience sleep problems. Additionally, the findings shed light on which movement abilities are associated with which sleep problems. It is suggested that this information may have valuable implications for individual movement education programs designed to meet the needs of individual children.抄録全体を表示PDF形式でダウンロード (765K) -
古田 弘子原稿種別: 本文
2006 年 43 巻 6 号 p. 555-565
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーA field survey was conducted to examine the present status of education for children with disabilities in Sri Lanka. The country-specific context of the existing special education structure and the situation in the general education, that is, government schools, were examined. Next, emerging non-formal education settings for children with disabilities were described. Finally, some possibilities for increasing the access to education of children with disabilities in Sri Lanka were suggested, including the following: (1) Inclusive education should be implemented in a form that is fitted to the climate of each school; (2) For children with disabilities who do not have access to formal school education, non-formal education activities of any type should be regarded as an alternative educational opportunity; (3) Special schools can play the role of resource centers; and (4) Further research is needed on educating teachers in the spirit of inclusive education.抄録全体を表示PDF形式でダウンロード (812K) -
渡邉 雅俊原稿種別: 本文
2006 年 43 巻 6 号 p. 567-579
発行日: 2006/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper reviews major, recently conducted research on strategy use in individuals with mental retardation. In research on memory strategy, it is increasingly apparent that little-studied factors such as task environment and motivation may be related to strategy use by individuals with mental retardation. In recall tasks that allow for external hints, there is not only evidence that children with mental retardation have the same level of strategy use as children of corresponding mental age but without mental retardation, but also that, with minimum prompting, children with mental retardation use the same strategies as children without mental retardation who are of similar chronological age. Arithmetic strategy research has shown that for counting or simple addition tasks, children with mental retardation respond in the same way as children without mental retardation, that is, by distinguishing between multiple strategies in accordance to task difficulty levels. With more task-solving experience, children with mental retardation are also able to discover more effective strategies spontaneously. Although more information needs to be gathered from research on problem-solving strategies, more and more is being learned about causes of difficulty and ways to support strategy use.抄録全体を表示PDF形式でダウンロード (1081K)
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