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Volume 49, Issue 1
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Brief Note
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Takahito TANNO, Takao ANDO2011 Volume 49 Issue 1 Pages 1-10
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe purposes of the present study were to review the change from speech instruction, as done in 1958, to speech therapy, as done from 1959 to 1962, at the Tokyo Komei Public School for the Physically Handicapped (as the school was called at that time), and to examine the results of this change in practice. At the Komei School in the 1950's, the purpose of speech instruction was to overcome speech impediments through subject guidance. Two of the sta , Okamoto and Sato, who took the lead in this area, practiced subject guidance and medical training based on Taguchi's practice as the fundamental stage of teaching of Japanese or music training. When, in 1959, a speech therapy room was established and Taguchi became the school's doctor, speech instruction, which had been conducted by teachers, was changed to speech therapy carried out by a specialist (Matsumoto). Speech therapy became categorized as functional training. Matsumoto's medical training was under the supervision of Taguchi. Furthermore, Matsumoto regarded reading as an important activity, and had the students read plays and other matter together, an activity that he related to Okamoto's teaching of Japanese. A feature of speech therapy at the Komei School was that functional training was related to and considered to be fundamental for other subjects.View full abstractDownload PDF (619K) -
Yukio ISAKA2011 Volume 49 Issue 1 Pages 11-19
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe purpose of the present research was to evaluate the vocabulary acquisition of pupils in a school for the Deaf by comparing the results of administrations of the Picture Vocabulary Test in 1989 and 2007. A signi cant di erence between the two administrations of the test was not found, although there was a signi cant di erence between the lower and upper grades in vocabulary age at each grade. In addition, the number of pupils whose vocabulary age was scored as 8 and 9 increased between the two administrations of the test. Those pupils had been trained to use more abstract vocabulary, rather than concrete expressions. This change may be related to the use of sign language and other characteristics at this school for the Deaf. Moreover, the number of pupils whose vocabulary age was 2 years showed a tendency to increase. Methods for promoting the acquisition of a concrete vocabulary should be considered.View full abstractDownload PDF (353K) -
Mari TANAKA, Ayano KOMAKI, Michika TAKIYOSHI, Toru WATANABE2011 Volume 49 Issue 1 Pages 21-29
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe role of special educational needs coordinators is to construct a school support system for students with special educational needs. The present study examined the contents of internal coordination done by an elementary school special educational needs coordinator from the point of view of a grounded theory approach, using a structure-construction qualitative research method. Internal coordination refers to the process of self-regulation by a coordinator. The participant was an elementary school teacher who had been appointed as a special educational needs coordinator. His words and actions as coordinator during approximately 1 year were analyzed and categorized as either (a) the agent for control, or (b) an expression of intention with flexibility. Which of these 2 kinds of coordination he used depended on whom he was dealing with. In coordination with a main teacher who was expected to support a child with special needs, the coordinator showed continuity in judgment as to when to lead the teacher to set out a specific proposal, and when not to provide advice. Dealing with children's parents, the coordinator decided whether to accept their anxiety and, simultaneously, to indicate support. In addition, the coordinator monitored his own accumulating experience cyclically. It appears that such internal coordination constructed with his concept of each category allowed him to conduct external and practical coordination.View full abstractDownload PDF (473K) -
Mitsuaki BAN, Hiroshi FUJINO2011 Volume 49 Issue 1 Pages 31-39
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe present study reports results of a questionnaire survey of special school teachers' attitudes toward communication support. The results showed that teachers' attitudes differed, depending on various factors such as whether the teachers were licensed as special school teachers, the department to which the teachers belonged, and the types of disabilities that their students had. Factor analysis of the data enabled the extraction of 4 factors: "communication support skill and knowledge", "motivation/interest toward new communication support methods", "goals of communication support leading to participation", and "organizational efforts toward communication support". Furthermore, a covariance structure analysis on the causal relations among these factors revealed that "organizational efforts toward communication support" and "motivation/interest toward new communication support methods" affected "communication support skill and knowledge", and "communication support skill and knowledge" affected "goals of communication support leading to participation".View full abstractDownload PDF (375K) -
Takaaki GOTO, Aya KUMAZAWA, Megumi AKATSUKA, Masumi INAGAKI, Toshihide ...2011 Volume 49 Issue 1 Pages 41-50
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe present study aimed to investigate effects of a treatment that promoted the process of reading sight vocabulary on the reading of kana sentences. The participants were 10 elementary school children with learning disabilities (LD), 5 of whom had specific reading disabilities and 5 of whom did not. Their vocal reaction times to meaningful kana words were measured. The number of correctly and fluently read phrases in the non-treatment sentences increased in the children with specific reading disabilities whose vocal reaction times to meaningful kana words had decreased after the treatment. These results suggest that effects of the treatment were observed in the reading of kana sentence by the children with specific reading disabilities. Those effects might have been a consequence of an improvement in the process of reading sight vocabulary.View full abstractDownload PDF (421K)
Practical Research
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Tadayuki TSUCHIYA, Tetsuro TAKEDA2011 Volume 49 Issue 1 Pages 51-59
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSHands-on learning in everyday situations is important for the development of sociality and life skills. Elementary- and middle-school-age children with cancer or other chronic diseases need to have such learning experiences, because when they are hospitalized, their life experiences are limited. In order to clarify the current educational conditions in hospitals, teachers who had taught in hospitals answered questionnaires and were interviewed. The results revealed that some restrictions in hospitals imposed difficulties on the provision of as much hands-on experience for hospitalized children as is experienced by children who are not living in hospitals. However, the results also revealed that in-hospital education could provide hands-on experience if the content, procedure, and location of the learning activities were carefully planned in coordination with activities relating to the children's treatment, and utilizing facilities and human resources both in and outside the hospital. Further, it was suggested that hands-on learning would be possible for hospitalized children if their schools and the hospitals cooperated and shared information about the children's condition, as well as about matters needing attention and the content of the learning activities.View full abstractDownload PDF (297K) -
Miku SASAHARA, Ryuichi KAWASUMI2011 Volume 49 Issue 1 Pages 61-71
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to investigate effects of facilitating exploratory manipulations by a girl with Rett syndrome. At first, although she often looked at building blocks, she appeared to have great difficulty interacting with the blocks, and the assistant's guidance seemed to make her nervous. After towers of blocks were built for her so that she could manipulate the blocks, she became able to push and crash the towers with her upper body and arms. Later, with the assistant's guidance, she became able to build towers. The discussion deals with the importance of ensuring avoidance and helping the girl approach objects, utilizing any movements that she made as clues for exploratory manipulation, and establishing a communicative relationship so that she accepted the assistant's guidance.View full abstractDownload PDF (493K) -
Kazuhiko HIGUCHI2011 Volume 49 Issue 1 Pages 73-83
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSThe focus of the present study was a 7-year-old boy whose family had immigrated to Japan from China 3 years previously, and who had been suspected of having dyslexia because of his difficulty in reading Japanese compared to his Japanese peers. Three teachers cooperated in providing support for the boy. The teacher in his regular elementary school class supported the boy so that he could have good relations with other children. In an international class, another teacher provided him with training in reading, writing, and other cognitive activities. His teacher in a class in an associated special education school listened to him when he talked about his feelings, and provided training in writing, reading, and drawing. These activities suggested the following: (a) when the boy adapted to oral reading tasks by memorizing what the other children were reading out loud, it was important to accept this as his way of adapting, (b) further studies are necessary on the relation between reading and vocal communication ability, and to establish criteria for evaluation of reading problems in children for whom Japanese is not the first language, (c) organizing a team to deal with situations in schools was effective, and (d) it is important for school consultants to establish rapport with teachers before suggesting specific teaching materials and communicating about teaching procedures.View full abstractDownload PDF (377K) -
Hong PEI, Masataka WATANABE2011 Volume 49 Issue 1 Pages 85-94
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSIn the present study, choice-making behavior was taught to 3 students with moderate mental retardation at a school in China for students with disabilities. First, opportunities to choose were provided by computer and a song book. Next, using a multiple baseline across settings design, character cards and photo cards were provided in a social skills activity. The students received systematic prompts and feedback for self-selection of an activity, initiation of an activity, and engagement in an activity. Measures included the level of prompts for choice setting, subjective evaluation of the students' participation in the target activities, change in the students' choice behavior in the school setting, and change in the students' quality of life (QOL). After implementation of the program, all 3 students made more choices of activities than in the baseline period, and the number of choices made increased during their routine daily activities. Their scores on the measure of quality of life also improved. The results are discussed in relation to developing an instructional approach and curriculum that would teach students with mental retardation to exert control over meaningful events in their lives.View full abstractDownload PDF (603K)
Current Topic
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Mayuko IZUMI2011 Volume 49 Issue 1 Pages 95-103
Published: 2011
Released on J-STAGE: February 21, 2012
JOURNAL FREE ACCESSAlthough in Western countries, children who are ill may receive a full explanation about their disease, it is an issue in Japan as to whether to give such explanations to sick children. The present paper describes a role for psychological support that children who are sick may need, and reviews research related to psychological problems of children with cancer, especially in relation to their being informed about their disease. The present findings suggest that explaining to children about their cancer does not adversely affect their mental health. Rather, the review suggests that such explanations result in an improvement in the children's mental health if they have been approached with "quality support" in mind. Understanding and accepting their disease will have an impact on later psychological development and social adaptation not only for children with cancer, but also for those with other chronic diseases. Future research should examine further the effectiveness of providing information to ill children in relation to their subsequent psychological adaptation, while increasing the types of diseases about which information is provided.View full abstractDownload PDF (421K)
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