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Volume 47, Issue 1
Displaying 1-6 of 6 articles from this issue
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Akiko KAIZU, Miho TANUMA, Koyumi HIRAKIArticle type: Article
2009 Volume 47 Issue 1 Pages 1-12
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe Multilayer Instruction Model (MIM; Kaizu, Tanuma, Hiraki, Ito, & Vaughn, 2008) of reading and writing special morae consists of 3 stages of instruction: (1) all students receive an effective core instruction in general education classrooms, (2) additional instruction is given to students for whom the first-stage instruction was insufficient, and (3) intensive instruction that includes flexible grouping is given to those students who are struggling. The present study investigates effects of the third-stage instruction. Participants were 9 elementary school first-graders (mean age 7.2 years, SD=0.24) who had severe reading difficulties. Instruction based on the Multilayer Instruction Model package on special morae was provided for 20-40 minutes per week from the end of January to the middle of March to groups of 5 or fewer students. This package focuses on (a) helping children understand syllable/mora structure by visualizing special morae and by having the children perform some action that presents the rhythm of the corresponding morae, (b) gaining speed in reading words that are familiar to the children by having them read words as one visual cluster, and (c) expanding and applying real sentences. Results from Multilayer Instruction Model-Progress Monitoring (MIM-PM; Kaizu, Hiraki, Tanuma, Ito, & Vaughn, 2008) which targets reading special morae, administered before and after the third-stage instruction, indicated that the third-stage instruction resulted in significant improvement in the students' scores on the Multilayer Instruction Model-Progress Monitoring; their comments about reading also became more positive.View full abstractDownload PDF (1418K) -
Yukio ISAKA, Asako NAKANOArticle type: Article
2009 Volume 47 Issue 1 Pages 13-21
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to examine the current status of and issues relating to the function of special schools as local special education centers in Japan. A questionnaire was sent to special schools throughout Japan; the return rate was 66.9%. The results were as follows: (a) Most special schools have set up an organization that functions as a local special education center. (b) Many special schools answered that between 1.8 and 5.4 full-time teachers are necessary to carry out the functions of these local centers. (c) Network formation in the support regions is more advanced than is the establishment of coordinated support conferences. (d) Schools for children who are blind, deaf, or have physical disabilities are supporting children with these disabilities who are now going to regular schools. (e) Schools for children with intellectual disabilities or health impairments, and integrated schools for children with disabilities have also supported children with developmental disabilities. Remaining problems for supporting children with developmental disabilities include improvement of specialties, network formation, and the construction of parent support systems in the special schools.View full abstractDownload PDF (1058K) -
Akihiro WATANABEArticle type: Article
2009 Volume 47 Issue 1 Pages 23-35
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn vocational education at special needs high schools, the topic of "distribution and service" has been introduced recently under the latest government curriculum guidelines. The present research surveyed 70 special needs high schools and other institutions that emphasize vocational education for students with mild mental disabilities in order to collect data regarding the availability of courses on distribution and service, and to determine how topics relating to distribution and service were being implemented during the learning of tasks. The response rate was 82.9%. The results indicated that 25 schools (43.1%) had established Distribution and Service Departments or offered topics related to distribution and service, such as sales and cleaning, in other courses. In contrast, staff at many schools reported that they were not offering these topics. When selecting and determining the topics to offer, the schools that are offering these courses had a well thought out approach to conducting task activities which reflected the students' goals and condition. However, the students did not reach a level of service that could be applied in general society. Many of the schools that are not offering these courses reported that the reason that the courses were not available was that "the core of vocational training is learning tasks such as manufacturing and production."View full abstractDownload PDF (1355K) -
Hong PEI, Shigeki SONOYAMAArticle type: Article
2009 Volume 47 Issue 1 Pages 37-47
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to ask teachers at Japanese and Chinese schools for children with intellectual disabilities to clarify the current status of methods used for the students to make choices. Questionnaires were completed by 2,000 teachers at 73 schools in 3 prefectures in the Kanto area of eastern Japan and 411 teachers at 21 schools in 6 urban areas in China. The questionnaire was designed to discover differences in the efforts made in the 2 countries, as well as issues held in common. The results revealed that teaching and support for choice-making were eagerly provided in both countries, and that the teachers were well aware of the importance of these activities. Various types of teaching were used, and this topic was incorporated in many individualized education programs. The survey also revealed that the teachers were using various methods to provide teaching and support. Japanese teachers appeared more conscious of the need for such teaching and support, and were more actively involved in the students' activities, whereas the Chinese teachers were more concerned about alliances between the schools, the families, and the community in relation to teaching and support, and were more actively engaged in such tie-ups. In general, the results suggested that it is particularly necessary to further investigate effective support methods in both countries in relation to the characteristics of the children with mental retardation in each country and the methods of cooperation between the schools, the families, and the community.View full abstractDownload PDF (1192K) -
Tomoko TAKAHASHI, Tsuyoshi YAMADA, Kei OGASAHARAArticle type: Article
2009 Volume 47 Issue 1 Pages 49-60
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSVarious effect-size indices for assessing treatment effects with single-case data have been proposed. The purposes of the present study were to synthesize research findings from single-case studies published in the Japanese Journal of Special Education, and to review the effectiveness of those treatments. Age and diagnosis of participants and target behaviors in 51 studies selected from the journal were categorized in order to assess the influence of these variables on effectiveness of the treatments. Effect sizes calculated from the data for each individual case were (a) percentage of non-overlapping data (PND; Scruggs, Mastropieri, & Casto, 1987), (b) Busk and Serlin's (1992) effect size approach 2 (ES_BS2), and (c) effect size (ES_C; Center, Skiba, & Casey, 1985-1986). The results indicated that the categories of 13- to 18-year-old participants, participants with autism, social skills, and academic skills contributed to the effect size in the studies surveyed.View full abstractDownload PDF (1293K) -
[in Japanese], [in Japanese], [in Japanese]Article type: Article
2009 Volume 47 Issue 1 Pages 61-68
Published: May 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS
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