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Volume 46, Issue 1
Displaying 1-6 of 6 articles from this issue
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Ikuko SHIBUYAArticle type: Article
2008 Volume 46 Issue 1 Pages 1-9
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to examine the relationship between motor coordination and psychosocial problems in early development. The motor ability of the participants (N=94; aged 4-6 years) was assessed in 3 domains: manual dexterity, ball skills, and static and dynamic balance, using the Movement-ABC test (M-ABC). The children's psychosocial problems were measured by a questionnaire completed by the children's nursery school teachers that estimated behavioral problems that may cause psychosocial problems. Analysis of the data revealed a mutual negative relationship between the performance of motor ability and the extent of behavioral problems. Behavioral problems were influenced by 2 factors, named "inattention and hyperactivity" and "withdrawal." The "inattention and hyperactivity" factor was significantly related to manual dexterity, and to static and dynamic balance; the "withdrawal" factor was related to manual dexterity. In addition, the results of a multiple regression analysis showed that scores on the 2 factors could explain the children's performance on the 3 domains of the Movement-ABC test, and vice versa. These results suggest that it is important to have a full understanding of children's difficulty with motor coordination in early development.View full abstractDownload PDF (1014K) -
Yuka KERAArticle type: Article
2008 Volume 46 Issue 1 Pages 11-18
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article discusses guidance through resource room attendance for children with mild developmental disabilities, and future directions for special support education. Speech-language and hearing teachers (N=69) whose pupils had mild developmental disabilities completed a questionnaire. About 90% of the teachers had taught these children apart from their regular responsibilities, and approximately half of those indicated that they had had difficulty in establishing educational targets and suitable guidance for the children attending resource rooms. A quarter of the teachers responding to the questionnaire held the position of special education coordinator in their school. It is necessary for speech-language and hearing teachers to work with children who have mild developmental disabilities and special support education. Therefore, it was suggested that there is an urgent need for more teachers to be made available to work with these children, and for more resource rooms.View full abstractDownload PDF (998K) -
Eunju KIM, Tomohiko ITOArticle type: Article
2008 Volume 46 Issue 1 Pages 19-27
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined common problems with case markers in Japanese and Korean, and also case-marker problems that are influenced by those two languages, focusing on the structural and inherent cases of universal grammar theory. Participants in the study were Japanese and Korean students with hearing impairments. The results were as follows: The Japanese students made a majority of case-marker errors with 2 structural case markers, "ga" and "wo," and the inherent case marker "ni"; the majority of the Korean students' errors were with the structural case markers "i/ga" and "ul/rul," and the inherent case marker "e/ege." This suggests that the structural case markers "ga" and "wo," and the inherent case marker "ni" are similarly difficult for both Japanese and Korean students with hearing impairments to acquire. The Japanese students with hearing impairments showed no difference between the frequency of errors in the use of "ga" and "wo," but, compared to the Korean students with hearing impairments, 4 differences were found, one of which was that the frequency of occurrence of errors in the use of "i/ga" was significantly higher than that for "ul/rul." This suggests that these differences may be influenced by the individual characteristics of the Japanese and Korean languages.View full abstractDownload PDF (927K) -
Kenichi OHKUBO, Masahiko INOUE, Ikuhiro WATANABEArticle type: Article
2008 Volume 46 Issue 1 Pages 29-38
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate parents' needs for sex education for their children with autism. Parents (fathers, N=44; mothers, N=185) of children and youth with autism completed a questionnaire about the necessity of sex education, the age level at which sex education was needed, required contents for sex education, the necessity of learning opportunities for the parents, and its form. The results indicated that a large majority of the parents recognized the necessity of sex education for their children, and required sex education for their children starting in the higher grades of elementary school. Differences found in the contents of sex education that the parents felt was needed were related to the chronological age, intellectual level, and gender of their children. Moreover, a large majority of parents wanted to have learning opportunities for sex education offered to their children. The discussion dealt with parents' needs for sex education and challenges for the future.View full abstractDownload PDF (1374K) -
Shigeo SUZUKI, Tetsuro TAKEDA, Takeshi KANEKOArticle type: Article
2008 Volume 46 Issue 1 Pages 39-48
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe actual condition of students with LD, ADHD, and other disabilities, as well as adjustment disorders, and the support provided for those students was investigated. Participants were students with those disabilities at 94 schools for special needs education for students with health impairments. Of those 94 schools, 60.5% had students with LD, ADHD (or possibly LD/ADHD) together with adjustment disorders; 11.4% of the students had LD or ADHD, together with adjustment disorders, and, moreover, the number of such students had nearly doubled in the last 3 years. Respondents complained about a number of problems, e.g., 85.7% reported problems related to attendance at their former schools. As a result of the support provided at the schools for special needs education for students with health impairments, the students' condition improved (85.5% of the teachers responding indicated that the students were "considerably improved" or "partially improved"). However, many problems remain, including problems in course guidance and system problems. Based on the present findings, the status of registered students, the actual state of the students, the difficulties in providing instruction, and supporting instruction, the viewpoint of course guidance, and the role of schools for special needs education for students with health impairments were discussed.View full abstractDownload PDF (1025K) -
[in Japanese], [in Japanese], [in Japanese]Article type: Article
2008 Volume 46 Issue 1 Pages 49-59
Published: May 31, 2008
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS
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