巻号一覧
46 巻 (2008)
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46 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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レオンハルト アネット原稿種別: 本文
2009 年 46 巻 6 号 p. 391-404
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーSince 1999, a research project on integration of children and adolescents with hearing impairments into mainstream education has been conducted at the University of Munich. This 10-year research period is the most detailed and comprehensive study nationwide on the integration of students with hearing impairments. To date, the project has completed 10 research modules. In the present article, a brief historical overview of the development of school integration in Germany is followed by a report on the results from 4 of the 10 modules, highlighting the situation of pupils with hearing impairments in regular schools, comments by peers without hearing impairments, and parents' experiences with their children with hearing impairments. Additionally, individual cases who transferred from regular schools to special schools following several years of school integration are described. The results suggest that a majority of children with hearing impairments who have been integrated into regular schools not only cope successfully but also demonstrate an increased effort and commitment to their studies, even though support measures for those children continue to be generally inadequate.抄録全体を表示PDF形式でダウンロード (1195K) -
迫野 詩乃, 伊藤 友彦原稿種別: 本文
2009 年 46 巻 6 号 p. 405-416
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate longitudinally the development of fluency in reading words and nonwords in typically developing children who could read all the letters in the words but could not read the whole words fluently. The participants were 5 children aged 4 to 5. Words and nonwords were used as stimuli in a reading task. The number of correct and fluent readings increased more rapidly for the words than for the nonwords in 3 of the children. Correct and fluent readings of both the words and the nonwords by the fourth child increased rapidly. The fifth child could only 1 word and 1 nonword by the final measurement day. At the beginning of the study, the mean reading time for the words by 2 of the 5 children was shorter than for the nonwords. The present results suggest that a variety of rates or processes exist in the development of reading fluency for words and nonwords in typically developing children.抄録全体を表示PDF形式でダウンロード (799K) -
小池 敏英, 吉田 友紀, 雲井 末歓, 片桐 和雄原稿種別: 本文
2009 年 46 巻 6 号 p. 417-433
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study aimed to investigate the relation between early development of the understanding of words and equivalence cognition of matching pictures in children with severe motor and intellectual disabilities (SMID). Equivalence cognition accompanying expectancy was evaluated by measuring expectancy heart rate (HR) responses on a task of sample matching with an S1-S2 paradigm. Using the Japanese MacArthur Communicative Developmental Inventory, mothers of 5 of the 12 participants evaluated their children as being able to understand more than 60 words (Group A). The teachers of 3 of the participants in Group A did not evaluate those participants as being able to understand as many words. The mothers and teachers evaluated 7 participants as understanding fewer than 20 words (Group B). In the task of matching sample shapes with colors, the number of correct choices by the children in Group A was larger than that by the children in Group B. The ratio of occurrence of expectancy heart rate responses in the Group A children was larger than that in the Group B children. Participants in Group A whose understanding of words was evaluated as good by their mothers might have equivalence cognition of matching pictures, which accompanies expectancy.抄録全体を表示PDF形式でダウンロード (1389K) -
平澤 紀子, 藤原 義博, 山根 正夫原稿種別: 本文
2009 年 46 巻 6 号 p. 435-446
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined effects of changes in physical arrangements on staff implementation of function-based interventions. An adolescent with autism who frequently bit his hands, 5 school teachers, and 5 community support center staff participated. First, a functional assessment revealed that in the school task setting, the student's hand biting might have an escape function, whereas it appeared to have attention-getting or sensory stimulation functions in free-time settings at the school and community support center. A multiple baseline design across 3 settings was used. In baseline, occurrences of the student's hand biting and staff implementation were observed. During the function-based intervention (FI), staff in each setting were asked to implement function-based interventions. In the function-based intervention with physical arrangements (FIP) condition, the physical environment was re-arranged to encourage the student's desired behavior in the function-based intervention. The results showed that in all 3 settings, the student's hand biting decreased more during the function-based intervention with physical arrangements than during the function-based intervention alone. Also, staff implementation increased more during the former than during the latter. The results were discussed in terms of a proactive strategy for promoting staff implementation of function-based interventions.抄録全体を表示PDF形式でダウンロード (872K) -
浮穴 寿香, 橋本 創一, 出口 利定原稿種別: 本文
2009 年 46 巻 6 号 p. 447-455
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined characteristics of executive function, particularly those related to execution of a rule-based card sorting task called the Dimensional Change Card Sort task. Participants were children who had developed typically (n=32; 3-5 years old) and others with developmental disabilities (n=20; 2-6 years old). The results from the children who had developed typically showed that a significant number of the 3-year-olds tended to continue using a pre-switch rule during the post-switch phase, whereas, in contrast, nearly all the 5-year-olds successfully switched from the pre-switch rule to the post-switch rule. These results suggest that changes in executive function are related to chronological age (CA). The children with developmental disabilities showed similar tendencies. Other results suggested that the children's behavioral traits may have been related to their success in execution of the task. Further investigation is needed of the relation between the difficulty of the children's executive function in their daily life and their execution of tasks.抄録全体を表示PDF形式でダウンロード (755K) -
古田 弘子原稿種別: 本文
2009 年 46 巻 6 号 p. 457-471
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate the care and education provided to children with disabilities by the social service sector of one province in rural Sri Lanka, where schooling of children with disabilities is not satisfactory despite a policy of free and compulsory education. Special pre-schools operated by the Social Service Department of the North Western Province were examined. Data on special pre-schoolers and the views of parents and caregivers were collected through a questionnaire survey of teachers and semi-structured interviews with parents and caregivers. It was found that the special pre-schools have responded to the needs of children, parents, and caregivers by changing their role from being pre-schools for children with hearing impairments to becoming special education or semi-formal education settings for children of pre-school and school age and also over-school-age, who have a wide range of disabilities. Also discussed were issues that may promote or hinder the participation in education of children with disabilities, such as early identification and early special education, general education, and inclusive education, information about and availability of formal schooling, social perceptions of formal education, and economic factors.抄録全体を表示PDF形式でダウンロード (1218K) -
小林 倫代, 川村 秀忠原稿種別: 本文
2009 年 46 巻 6 号 p. 473-488
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーWhen providing educational counseling to caregivers who are raising young children with disabilities, it is important that the counselors understand the caregivers' ideas and mental state so that they can offer support. To communicate with and promote support to caregivers raising young children with disabilities, assessment of not only the children but also the caregivers is needed. The purpose of the present article is, through studies of educational counseling cases that dealt with caregivers raising young children with disabilities, to identify perspectives that are necessary to enable educational counselors to understand caregivers. Case Study 1 involved a baby boy (7 months old) with a hearing impairment. The boy was his parents' first child, and they were worried not only about their first experience of childrearing but also about raising a child with a hearing impairment. Case Study 2 was a young girl (2 years old) who was hyperactive and had trouble interacting with people. The viewpoints that would help caregivers understand their cases were categorized as follows: caregivers' conditions, the family's conditions, the child's conditions, and the environment surrounding the family.抄録全体を表示PDF形式でダウンロード (1366K) -
于 暁輝, 高橋 智原稿種別: 本文
2009 年 46 巻 6 号 p. 489-502
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper examines the requirements for an early diagnosis and detection system for autism that was proposed by doctors engaged in diagnosis and medical treatment for children with autism in Chinese medical institutions, in an attempt to clarify challenges for establishing an early diagnosis and detection system for autism in China. In questionnaire results from 185 doctors, including pediatricians and psychiatrists, at 9 hospitals in 4 major cities in Liaoning Province, China, although 93% of the doctors answered "Yes" to the question as to whether they knew about autism, only 62.7% of the doctors had studied about autism, and just 27.6% of the doctors had had medical care experience related to autism. These results suggest that many doctors in Liaoning Province must have insufficient knowledge about autism. Nearly all of the respondents indicated that an early detection system for autism had not been developed in China. Most of the clinical doctors suggested that an ideal screening system for detecting autism in China would be one in which doctors or public health nurses performed screening tests that included items related to the early detection of autism as part of the general health check system.抄録全体を表示PDF形式でダウンロード (1068K) -
真城 知己原稿種別: 本文
2009 年 46 巻 6 号 p. 503-514
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study highlights colleague teachers' attitudes towards various roles of the Special Educational Needs Coordinators (SENCO) in England. Colleague teachers (N=71) of Special Educational Needs Coordinators working at primary and secondary schools in Greater Manchester County responded to a mailed questionnaire about the roles of Special Educational Needs Coordinators. The results included a summary of respondents' attitudes as to whether Special Educational Needs Coordinators were fulfilling their roles, and a comparison of the respondents' replies regarding the importance of the Coordinators' roles and the relation between their expectations and their ratings of how well those expectations were fulfilled. Responses from primary and secondary school teachers were also compared. The present findings indicated that colleague teachers have high expectations of receiving advice on how to teach, on implementation of Individual Education Plans, and on assessment of pupils' needs. However, the colleague teachers considered the actual activities of Special Educational Needs Coordinators to be quite different from those expectations, mainly involving keeping records, registers, and/or Statements, assessing pupils' needs, and, in secondary schools, doing direct teaching. These results suggest that, for collaboration and sharing of roles in schools, further in-service teacher training is needed.抄録全体を表示PDF形式でダウンロード (964K) -
黄 〓芬原稿種別: 本文
2009 年 46 巻 6 号 p. 515-523
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーThe present cross-cultural study attempted to develop an insight into behavioral problems of children who have Down syndrome. The participants were 17 Taiwanese and 15 Japanese children without Down syndrome, 16 Taiwanese and 16 Japanese children with Down syndrome, and their mothers (N=64). The present study analyzed the answers to 36 questions from the Eyberg Child Behavior Index (ECBI) that the mothers provided 2 years ago. The results were as follows: A 36-item factor analysis led to a result extracted by 5 factors: (a) Anti-social behavior and rebelliousness; (b) Impulsive behavior; (c) Lack of concentration; (d) Mealtime and dressing customs; and (e) Bedtime customs. Each of these factors contributed to the observed cultural differences and to observed behavioral differences related to Down syndrome.抄録全体を表示PDF形式でダウンロード (692K) -
高橋 智, 生方 歩未原稿種別: 本文
2009 年 46 巻 6 号 p. 525-543
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーIn the present study, people with developmental disabilities (LD, ADHD, Asperger syndrome, high functional autism, intellectual disabilities, and so on; N=79) completed a questionnaire. The aim was to clarify the response and support for problems that they had had in adjusting to school life, human relations, and daily life while they were in school. This had been specifically requested by the respondents. On the basis of an analysis of notes written by people with developmental disabilities and parties in charge, as well as published research, a checklist was developed to measure understanding and support for difficulties and problems in adjustment to school life, human relations, and daily life in the school. Many of the free comments indicated that the support required by the respondents was diverse, and that careful consideration was necessary in relation to individuals' difficulties and needs. To support people who are in charge of those with developmental disabilities, many of the respondents requested a way to relate to them. Heeding comments of the respondents provides clues to the support that they need.抄録全体を表示PDF形式でダウンロード (2569K) -
川合 紀宗原稿種別: 本文
2009 年 46 巻 6 号 p. 545-554
発行日: 2009/03/31
公開日: 2017/07/28
ジャーナル フリーRecent studies have claimed that stuttering is a multifactor, dynamic disorder that emerges from the nonlinear interaction of many heterogeneous systems. For this reason, many recent studies of stuttering have investigated relations between 2 factors, instead of observing 1 specific difference between people who stutter and those who do not. Although many studies have revealed physiological characteristics of adults who stutter, only a limited number of studies has focused on physiological aspects of children who stutter. As Kelly, Smith, and Goffman (1995) noted, no significant differences have been found between young children who do and do not stutter in terms of articulatory movements while producing fluent speech. Kelly et al. (1995) found significant differences only between older children who stutter and age-matched children who do not. Because physiological factors may impact stuttering but do not cause stuttering, the direction of research has shifted to brain studies. Even so, physiological studies should also be continued, as they may reveal why physiological differences are found only between older children and adults who stutter and those who do not, and not in younger children.抄録全体を表示PDF形式でダウンロード (828K)
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