巻号一覧
44 巻 (2006)
- 6 号 p. 405-
- 5 号 p. 267-
- 4 号 p. 209-
- 3 号 p. 157-
- 2 号 p. 91-
- 1 号 p. 1-
44 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
- |<
- <
- 1
- >
- >|
-
ヤンソン ウルフ原稿種別: 本文
2007 年 44 巻 6 号 p. 405-422
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーPreschool is a complex social system, including learning, caring, and peer culture systems, the latter distinctly different from the other cultural systems. Participation in the peer culture is socially and developmentally significant, but also represents a challenging task for children with disabilities who are included in mainstream preschools. Research points to different ways in which children with special needs are marginalized by their peer group, but few studies have investigated the interactive processes between children who are functionally different from their peers. The present article reports two such studies, one examining the interactions between children with cognitive and with motor disabilities, the other those of children who are and are not blind. The interactions were video-recorded and analysed with the Individual Social Behaviour Scale. Differences were identified in approach, response, initiative, dependency, and conflict. A variation in teacher presence was experimentally introduced into interactions between children who were and were not blind. A high level of teacher participation seemed to obstruct rather than support peer interaction. The peer orientation of the children who were blind more than doubled when their teacher adopted a more reflective stance.抄録全体を表示PDF形式でダウンロード (1420K) -
黄 〓芬, 窪田 庸子, 大井 学原稿種別: 本文
2007 年 44 巻 6 号 p. 423-436
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study analyzed the relation between maternal conversational style, children's behavioral problems and children's expressive language development. The participants were children with Down syndrome and their mothers, including 16 Taiwanese (average age 57.75 months) children and 16 Japanese children (average age 59.44 months). Path analysis indicated the following: In Taiwan, maternal instructions suppressed children's language development and increased behavioral problems. Moreover, a low expressive language age which had been observed 2 years before the present study suppressed the children's expressive language development, and also increased behavioral problems. In Japan, maternal responses discouraged children's language development. This is entirely different from English-speaking countries, where mothers' responses act as language promoters. The suppression of language development apparently did not influence the behavioral problems of the Japanese children studied. When the rate of the mothers' responses to their children's initiations increased, the children had fewer behavioral problems, whereas when the total number of the mothers' utterances increased, the children had more behavioral problems.抄録全体を表示PDF形式でダウンロード (1036K) -
成 基香, 後藤 隆章, 小池 敏英, 太田 昌孝原稿種別: 本文
2007 年 44 巻 6 号 p. 437-449
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present article examines properties of information processing in children with specific disorders in writing kanji. Children with kanji-writing disabilities (N=44) were classified into a group of 9 children with kanji-reading and -writing disabilities (LDRW) and a group of 35 children with only kanji-writing disabilities (LDW). Discriminant analysis revealed that the variable that contributed significantly to discriminating the children with kanji-reading and -writing disabilities and the children with only kanji-writing disabilities was number recall on the K-ABC. This indicates that a dysfunction of auditory memory might relate to the children's difficulty in reading kanji. In both the children with kanji-writing disabilities and the children with kanji-reading and-writing disabilities, scores on a test of visual memory of motor imagery were lower than on the hand movement, spatial memory, and triangle subtests of the K-ABC. Thus, a dysfunction of the visual memory of motor imagery might relate to the children's difficulty in writing kanji. In an analysis of type of errors, the children with kanji-writing disabilities showed higher ratios of occurrence of phonological errors and morphological errors compared to the children with kanji-reading and -writing disabilities. This suggests that the children with kanji-writing disabilities might tend to depend on a visual or auditory image of kanji that has already been acquired.抄録全体を表示PDF形式でダウンロード (892K) -
島守 幸代, 伊藤 友彦原稿種別: 本文
2007 年 44 巻 6 号 p. 451-462
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study investigated effects of phonological factors on stuttering in Japanese children. Differences in the frequency of stuttering were compared between nonwords beginning with light syllables (i.e., syllables in Japanese with one mora) and nonwords beginning with heavy syllables (two moras). In a nonword reading task, the frequency of stuttering was significantly lower in nonwords beginning with heavy syllables than with light ones (Shimamori & Ito, 2006). However, a reading task requires different linguistic processing from spontaneous utterances. In the present study, a nonword naming task was used. Participants were 50 elementary school students who stuttered. The results were as follows: (1) The frequency of stuttering was significantly lower in nonwords beginning with heavy syllables than with light ones. (2) Among 4 types of heavy syllables, the frequency of stuttering was significantly lower on long vowels than it was on diphthongs and nasal consonants. These results coincided with the results of the reading task (Shimamori & Ito, 2006).抄録全体を表示PDF形式でダウンロード (741K) -
黄 淵熙, 細川 徹原稿種別: 本文
2007 年 44 巻 6 号 p. 463-472
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate whether or not Japanese children with learning disabilities (LD) have deficits in working memory capacity. The working memory performance of children with LD (N=12) in 2 age groups (3rd-4th and 5th-6th grades of elementary school) was examined using the Japanese short-form of the Swanson Cognitive Processing Test (JS-CPT), and compared with that of children without LD. The results showed that, as expected based on prior developmental studies, the performance of the children with LD on the JS-CPT was lower than that of the children without LD on the verbal and visual-spatial subscales for both age groups, and there was a significant increase in scores on the JS-CPT as the children's grade advanced, regardless of the presence or absence of LD. These findings are consistent with results of previous studies carried out with English-speaking children.抄録全体を表示PDF形式でダウンロード (767K) -
田中 耕司, 斎藤 佐和, 四日市 章原稿種別: 本文
2007 年 44 巻 6 号 p. 473-492
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study investigated several competences underlying reading ability in Japanese children and youth with hearing impairments. Fifth through ninth grade students (N=90) with hearing impairments completed a Kyoken-style diagnostic reading test composed of 4 subtests: Kanji, Vocabulary, Grammar, and Comprehension and Appreciation. The control group, 84 fourth grade children without hearing impairments, also took the test. The results were as follows: (1) Average reading grade level plateaued around the fourth grade level for the junior high school students with hearing impairments. (2) The percentage of correct answers on each item of the subtests comprising the test of reading ability was higher in the junior high youth with hearing impairments at the level, compared to the elementary school children. (3) When the participants with hearing impairments were matched at the fourth grade reading level with children without hearing impairments, the lowest correlation between the percentage of correct response they gave was on the Vocabulary subtests. (4) A cluster analysis on the combined scores of both groups indicated that the participants with hearing impairments scored significantly higher on kanji recognition, compared to their scores on the other subtests.抄録全体を表示PDF形式でダウンロード (1374K) -
猪狩 恵美子, 高橋 智原稿種別: 本文
2007 年 44 巻 6 号 p. 493-506
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study was intended to clarify the difficulties and needs of students who have had long-term absences from school due to illness. The data are based on a nationwide mail questionnaire survey of students in high school division at special schools for students with health impairments. Survey forms were sent to principals of those schools (237 forms to 49 schools); the principals were asked to distribute the forms to students with health impairments and their parents. Completed questionnaires were received from 23 students and 24 parents (19.9% return rate). The results indicated that the students' difficulties at school were varied. Problems of friendship and learning, and a lack of information about special education for students with health impairments were stated as reasons for their absences. Most of the respondents did not identify their homeroom teacher as the person to consult. Students with health impairments reported fewer problems than their parents did, but indicated that they had anxieties about learning, and especially about their relations with friends, particularly at the junior high school level.抄録全体を表示PDF形式でダウンロード (878K) -
内野 智之, 高橋 智原稿種別: 本文
2007 年 44 巻 6 号 p. 507-521
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study was intended to identify difficulties and needs in the overall educational experience (e.g., learning, friendship, and future course) in upper secondary schools as reported by students with mild developmental disabilities, including mild intellectual disabilities. Of 171 questionnaires distributed to students in upper secondary schools and as well as graduates of upper secondary schools, all of whom had mild developmental disabilities, responses were received from 55 students (response rate 32.2%). The results indicated that the students had a high need for learning support in subjects in which they had difficulty. Nonetheless, such supports were available in upper secondary schools only rarely. In their overall educational experience, students had great difficulty with friendships and human relations. In particular, many students reported that they had been bullied. Regarding the students' future, reality did not meet the situations and needs of the students with mild developmental disabilities. Although a considerable percentage of them had advanced to the next level of schooling, even when they advanced to college, they faced many difficulties there and in the search for work.抄録全体を表示PDF形式でダウンロード (1090K) -
トート ガーボル原稿種別: 本文
2007 年 44 巻 6 号 p. 523-541
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーInclusive education and full social inclusion of people with special needs into mainstream education and transition to employment are topics that have drawn attention in the special education literature. The main purpose of the present paper is to give an overview of the current situation and problems within the EU; especially in Hungary, as it has special characteristics. Another aim of the present paper is to provide information for special education professionals who are searching for an open solution towards effective inclusion of people with special needs in Japan. Following an overview of special education and inclusive education generally, the paper focuses on problems and their solution within the EU and Hungary.抄録全体を表示PDF形式でダウンロード (1712K) -
ロビンソン タンブラジュ原稿種別: 本文
2007 年 44 巻 6 号 p. 543-550
発行日: 2007/03/31
公開日: 2017/07/28
ジャーナル フリーThe methodology of teaching adopted by teachers has a direct bearing in the success of teaching children with visual impairments, just as with other children. A teaching method, referred to as the progressive step method, which involved presenting progressive stages of geometric constructions, was tried with students with visual impairments. Making geometric constructions in tactile format, trials, and evaluations done with students at 3 special schools in Chennai are presented. The method of teaching geometric constructions using the progressive step method was found to be effective in enhancing the students' understanding of geometrical concepts.抄録全体を表示PDF形式でダウンロード (972K)
- |<
- <
- 1
- >
- >|