The Japanese Journal of Special Education
Online ISSN : 2186-5132
Print ISSN : 0387-3374
ISSN-L : 0387-3374
Volume 45, Issue 4
Displaying 1-5 of 5 articles from this issue
  • Yasukazu NAKAMURA, Ryuichi KAWASUMI
    Article type: Article
    2007 Volume 45 Issue 4 Pages 179-193
    Published: November 30, 2007
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The purposes of the present study were to clarify the process of development of joint activities between a 14-year-old male who was deafblind and an intervener through the sense of touch, and to develop operational definitions of joint tactile attention through a qualitative change in contact between the adolescent and the intervener. From video pictures recorded in 19 sessions, 36 episodes of joint activities were classified according to type of contact. 4 models of joint attention were found: "support-receiving joint attention," "following joint attention," "leading joint attention," and "intention-sharing joint attention."
    Download PDF (1732K)
  • Rumiko YUTANI, Masataka WATANABE
    Article type: Article
    2007 Volume 45 Issue 4 Pages 195-203
    Published: November 30, 2007
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The objective of the present study was to clarify the support necessary during summer vacation for children with intellectual disabilities. Two studies are reported. Study 1 investigated supports that parents believe are necessary during summer vacation. Respondents to a survey were 880 parents of children who attended 5 special schools for youngsters with intellectual disabilities. The results indicated that parents strongly demanded support during summer vacations, and that their demands depended on the age and degree of disability of their child. Study 2 investigated the extent of parental satisfaction with support activities during summer vacation at 2 special schools for children with intellectual disabilities. Participants, 49 parents, reported that they hoped that activities would be designed for one child or only a few children, and that the parents themselves need not attend the programs.
    Download PDF (890K)
  • Jinhee KIM, Shigeki SONOYAMA
    Article type: Article
    2007 Volume 45 Issue 4 Pages 205-215
    Published: November 30, 2007
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The present study examined the current status of the Individual Teaching Plans imposed by the Ministry of Education, Culture, Sports, Science and Technology, and used by departments of early childhood in special schools in Japan, and the challenges posed by these plans. Questionnaires were distributed to departments of early childhood at 171 special schools, and collected from 153 schools. The results were as follows: (1) Individual Teaching Plans were implemented in the departments of early childhood in 148 of the 153 schools. (2) Except for the schools for children who are deaf, the most useful format for Individual Teaching Plans was "using conventional teaching to promote independence," whereas at the schools for children who are deaf, it was "activities that promote independence." (3) Individual Teaching Plans were used in daily educational activities at 90% of the schools for children with mental challenges, 67% of the schools for children with physical challenges, 52% of the schools for children who were blind, and 64% of the schools for children who were deaf. (4) The teachers reported that the most difficult aspect of using the Individual Teaching Plans was pulling out precise goals and objects for each preschool student. (5) At the schools for students who were mentally or physically challenged, the Individual Teaching Plans supplied were modified, but at the schools for children who were deaf or blind, the Plans were used effectively in daily educational activities.
    Download PDF (1212K)
  • [in Japanese], [in Japanese]
    Article type: Article
    2007 Volume 45 Issue 4 Pages 217-227
    Published: November 30, 2007
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
  • [in Japanese], [in Japanese]
    Article type: Article
    2007 Volume 45 Issue 4 Pages 229-238
    Published: November 30, 2007
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    Download PDF (1300K)
feedback
Top