巻号一覧
45 巻 (2007)
- 6 号 p. 365-
- 5 号 p. 243-
- 4 号 p. 179-
- 3 号 p. 117-
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45 巻, 6 号
選択された号の論文の12件中1～12を表示しています
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朴 承姫原稿種別: 本文
2008 年 45 巻 6 号 p. 365-382
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーGiven the unique demands of educating adolescents with disabilities, the long-term focus on elementary and early-childhood special education, and the recent emphasis on the enhancement of the quality of education and accountability issues and on inclusive education at the secondary level, there is a need to examine the current status and unique functions of secondary special education in Korea. The present paper reviews the current status of secondary special education and explores 7 themes defining the features of secondary special education in Korea. Some functions of secondary special education and indicators of the quality of the practice of secondary special education and transition services are also examined. Establishing the unique territory and nature of secondary special education and providing a quality education and services for adolescents with disabilities is a critical agenda for the advancement of Korean special education.抄録全体を表示PDF形式でダウンロード (1863K) -
パリーラ ラウノ原稿種別: 本文
2008 年 45 巻 6 号 p. 383-404
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper contends that for a full understanding of reading development and disabilities, both within and across languages, a better meta-theoretical framework is needed in order to guide research and interpret research findings so that they can be applied to educational practice. The framework presented, called the "multiple systems model of reading", views development as contingent cycles of construction and reconstruction that developmental resources at various levels of functioning (genetic, neural, psychological, behavioral, and environmental) contribute to. The model makes two key assumptions: (a) reading abilities are continuously distributed, and (b) the developmental process has distributed control; every observed outcome is jointly determined by multiple factors, including the developing organism itself. Ramifications of these assumptions for both research and educational practice are discussed. Educational practice is well served by respecting the complex, and sometimes idiosyncratic, nature of the developing organism, and by not allocating causal responsibility, or all the remedial efforts, of possible reading problems to any single cause.抄録全体を表示PDF形式でダウンロード (1979K) -
吉川 延代, 今野 義孝原稿種別: 本文
2008 年 45 巻 6 号 p. 405-422
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe aim of the present study was to examine effects of establishing maternal antenatal attachment to the fetus through Dohsa-hou-induced positive mindbody experience. Pregnant women (N=4) underwent Dohsa-hou relaxation from 4 months of pregnancy to 2 weeks before birth. Each session took 60 minutes. Cognitive/affective responses to the fetal movements, image of the fetus as a human baby, emotional responses about becoming mother, and antenatal emotional attachment were assessed using the Maternal Antenatal Emotional Attachment Scale (MAEAS), and depressive states were assessed with the Self-Rating Depression Scale (SDS). In all participants, after Dohsa-hou relaxation sessions, there was a reduction in feelings of maternal insecurity, such as depressive and anxious feelings about pregnancy. Reduction was also seen in negative emotional responses to a past experience of abuse in one of the women who had experienced maltreatment. Over the course of the pregnancy, the occurrence of fetal movements increased during Dohsa-hou relaxation. The participants' perception of fetal movements was associated with enhanced attachment to their fetuses, as shown by increased scores on the Maternal Antenatal Emotional Attachment Scale.抄録全体を表示PDF形式でダウンロード (1518K) -
後藤 隆章, 雲井 末歓, 小池 敏英, 太田 昌孝原稿種別: 本文
2008 年 45 巻 6 号 p. 423-436
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study investigated properties of the lexical process in children with learning disabilities (LD) and specific reading disorders in relation to the development of children without disabilities, by measuring the vocal reaction times of children with specific reading disorders to meaningful kana words, compared to their reaction times to pseudo words. Participants were 42 elementary school children with learning disabilities (LD), 163 children without LD, and 10 adults. On the basis of the developmental standards of parameters of reading kana sentences in the Token Test, which had been standardized on children without LD, 19 children with specific reading disorders (SRD) and 23 children without specific reading disorders (NSRD) were identified. A majority of the children with specific reading disorders had longer vocal reaction times when reading a one-syllable kana word. Many children with specific reading disorders were unable to read a meaningful two- or three-syllable word as quickly as a one-syllable one. In the lexical process, all graphemes of a word are decoded into phonemes in parallel. Children with specific reading disorders may have difficulty in the developmental transition from a non-lexical to a lexical process.抄録全体を表示PDF形式でダウンロード (1108K) -
島守 幸代, 伊藤 友彦原稿種別: 本文
2008 年 45 巻 6 号 p. 437-445
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate whether the frequency of stuttering on nonwords beginning with light syllables (i.e., syllables that, in Japanese, contain 1 mora) and heavy syllables (2 moras) would differ between children who stutter and who have a family history of stuttering and children who stutter and do not have such a family history. Participants were 33 elementary school students who stuttered. 16 of the children had a family history of stuttering, whereas 17 of the children did not. The results were as follows: (1) In both groups of children, the frequency of stuttering was significantly lower on nonwords beginning with heavy syllables than on those with light syllables; no difference in frequency was observed between the groups. However, (2) some of the children in the group of children with a family history of stuttering stuttered more on nonwords beginning with heavy syllables than on those with light syllables. (3) The frequency of stuttering in the children with a family history of stuttering was higher than in those without such a history.抄録全体を表示PDF形式でダウンロード (707K) -
竹田 一則, 渡辺 麻依子, 大西 美恵子, 山口 昌樹原稿種別: 本文
2008 年 45 巻 6 号 p. 447-457
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーPatients with severe motor and intellectual disabilities (SMID) who require ongoing medical care to sustain their life often experience severe emotional and physical distress and require intervention to relieve this distress. In patients with severe motor and intellectual disabilities with whom communication is extremely difficult, objective parameters must be established for the assessment of emotional changes. To investigate the usefulness of salivary amylase activity as an index of emotional changes, we examined the correlation between salivary amylase activity and "Snoezelen" therapy (therapeutic and educational activities) designed to produce eustress (pleasurable stimuli to reduce distress) in 10 patients with severe motor and intellectual disabilities. We found that regardless of the severity of their disabilities, salivary amylase activity significantly decreased during Snoezelen therapy as compared to the activity before Snoezelen therapy. Our findings suggest that salivary amylase activity is useful as a noninvasive index of changes reflecting eustress in patients with severe motor and intellectual disabilities. Furthermore, real-time measurement of amylase activity using a hand-held salivary amylase activity monitor with disposable test strips is useful for assessment of eustress in patients with severe motor and intellectual disabilities.抄録全体を表示PDF形式でダウンロード (1027K) -
中村 満紀男, 岡 典子原稿種別: 本文
2008 年 45 巻 6 号 p. 459-471
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper examines how "the feebleminded" to whom eugenicists were most hostile were regarded and what kind of image of democracy many eugenical scientists had in pre-World War II America. Eugenical scientists viewed the government as a system run by men of ability. "The feebleminded," therefore, were regarded as inferior people, and thought to be lacking in the citizenship necessary in order to contribute to society. Even after the 1930s, when eugenics discourse began to decline, mainline eugenical scientists did not accept the idea that "the feebleminded" were citizens of a democratic society, although some scientists ventured to defend the rights of "the feebleminded".抄録全体を表示PDF形式でダウンロード (1200K) -
室谷 直子, 前川 久男原稿種別: 本文
2008 年 45 巻 6 号 p. 473-488
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーIn the present study, a Japanese version of the PASS Reading Enhancement Program (PREP) was prepared and administered on a pilot basis to 11 1st- to 7th-grade children with reading difficulties, in order to examine its effectiveness. Word reading, reading ability, and cognitive functioning were tested before and after a 6- to 12-month remediation period. Nonparametric analyses and changes in individual scores indicated improvement in word reading, word identification, and successive processing on the cognitive scale. These results suggest that PREP remediation may lead to improvement of word-reading-related skills, as has been previously reported. This remediation may be based on the enhancement of cognitive functioning accomplished through the remediation. Furthermore, a case observation suggested that these changes might be accompanied by increased variation in and appropriateness of use of strategies for reading.抄録全体を表示PDF形式でダウンロード (1295K) -
高橋 甲介, 野呂 文行原稿種別: 本文
2008 年 45 巻 6 号 p. 489-500
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーFor individuals with developmental disabilities to be able to live independently in a community setting, they have to have pedestrian safety skills. In the present study, we taught a boy with autistic disorder who exhibited dangerous behavior in the street to decrease that behavior and walk safely. In the response-cost procedure, he lost a reinforcer (his favorite card) every time that he showed problem behavior. In the DRO procedure, he got a reinforcer when he walked without any problem behavior. The results suggest that the response-cost procedure and the combined use of response cost and DRO were effective in reducing the problem behavior in the street and maintaining safe walking. After the conclusion of the present study, the boy could walk safely when he went to and from school.抄録全体を表示PDF形式でダウンロード (834K) -
于 暁輝, 呂 暁〓, 太田 昌孝, 高橋 智原稿種別: 本文
2008 年 45 巻 6 号 p. 501-511
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper elucidates characteristics of early detection of Chinese children with autism compared to comparable Japanese children. Data were obtained from questionnaires completed by the children's parents. In addition, the status of early diagnosis and identification of autism in China is reviewed. Differences between the two countries in relation to the early detection of children with autism provided data useful for developing a system for early diagnosis and detection that was adapted to China. The results of the review revealed significant differences between the situation in Japan and China, especially in terms of 14 of the items: delayed speech and other speech problems, clumsiness, delayed overall motor development, delayed control of neck, not good at forming interpersonal relationships, inability to fit in communal life, unusual habits or patterns; abnormal food preferences, pica and/or refusal to eat; bedwetting, enuresis, or encopresis; self-injurious behavior; violence and aggression; and night crying and night terrors. All of these items were significantly higher in China. Even if autism has a biological basis, its course and expression are affected by the care and educational systems relating to the children who have autism, as well as by the national welfare level. As a consequence, it appears that symptoms of Chinese children with autism are more varied and intense than those of Japanese children with autism. Chinese children have, in particular, more social behavior problems and adjustment disabilities.抄録全体を表示PDF形式でダウンロード (948K) -
廣澤 満之, 田中 真理原稿種別: 本文
2008 年 45 巻 6 号 p. 513-526
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーChildren with pervasive developmental disorders frequently use stereotyped and repetitive language known as echolalia. In previous studies, these utterances have been defined as unconventional verbal behavior that could be classified into 4 types: immediate echolalia, delayed echolalia, incessant questioning, and repetitive language. It has been suggested that these 4 types of utterances differing functions, such as self-regulation, turn-taking, and protesting. In the present study, we examined the development of unconventional verbal behavior by focusing on these functions. When we interviewed the participants, who were the parents of 16 children with pervasive developmental disorders, we asked them: (1) the time when each function occurred, and (2) whether each function had disappeared or not. The results showed that in the children's developmental process, the self-stimulatory function of delayed echolalia had occurred before incessant questioning appeared. Moreover, some functions tended either to disappear or to continue during development. Finally, the developmental features of unconventional verbal behavior based on the various functions are discussed.抄録全体を表示PDF形式でダウンロード (1115K) -
高橋 智原稿種別: 本文
2008 年 45 巻 6 号 p. 527-541
発行日: 2008/03/31
公開日: 2017/07/28
ジャーナル フリーInadequate support and neglect of children with developmental disabilities often engenders "secondary symptoms", such as school non-attendance, withdrawal, and criminal acts. Through a questionnaire survey of resource rooms in elementary and lower secondary schools in the Tokyo metropolitan area, the present study assessed the actual conditions that students with developmental disabilities confront, focusing on maladjustment problems of and problems of educational support for students with mild developmental disabilities. The survey results revealed many possible reasons for these students' school maladjustment. Suggestions for improvement were also described. Furthermore, the results revealed that cooperation among guardians, schools, resource rooms, counseling organizations, and medical institutions is extremely insufficient. It is strongly urged that schools and related organizations promote guardians' understanding of their children's disabilities.抄録全体を表示PDF形式でダウンロード (1269K)
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