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Volume 50 (2012)
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- Issue 4 Pages 343-
- Issue 3 Pages 217-
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Volume 50, Issue 2
Displaying 1-10 of 10 articles from this issue
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Original Article
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Yoshikazu NOZAKI, Ryuichi KAWASUMI2012 Volume 50 Issue 2 Pages 105-114
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present study describes in detail the process of understanding the actual circumstances of a child with profound brain and respiratory disabilities, and an intervention for such a child. Although it was difficult to confirm definite responses to stimuli from observations of the child's movements and heart rate, it appeared that temporary changes in heart rate might have been related to involuntary movements observed in the child's face or passive movements of one of the child's hands. Furthermore, a re-analysis of the heart rate data and consequent changes in the intervention method resulted in temporary changes in heart rate that corresponded to individual stimuli. The discussion focuses on the meaning of such temporary changes in heart rate and the significance of the heart rate index when interacting with children with profound brain and respiratory disabilities, and mentions points that researchers and teachers should note in order to make good use of the heart rate index.View full abstractDownload PDF (437K) -
Kinbi JO, Atsuko FUJII, Yuri YOSHIDA, Yuta MAKINO, Toshihide KOIKE, Yu ...2012 Volume 50 Issue 2 Pages 115-127
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present study examined effectiveness of a method of classroom support for teaching reading and writing kanji through homework, as an early intervention to prevent learning difficulties. Participants were 276 second-grade pupils. In the first stage of the intervention, the children were given homework once a week with support for reading and writing. The support for reading was homework exercises in which the reading of kanji and pictures of their meaning were associated. The support for writing facilitated the students' ability to detect the parts of the kanji. The homework was study material that could be substituted for daily exercises in the classroom. In the second stage of the intervention, homework with specialized support for writing was provided for those children who had not shown progress during the first intervention. After the two interventions with reading, many of the children in the intervention group whose scores had initially been below the 26th percentile on tests of reading and writing kanji showed progress in reading kanji, compared to a control group. After the first intervention with writing, the children in the intervention group whose scores had been below the 26th percentile had an enhanced ability to detect the parts of kanji, and showed improvement in writing kanji. These results suggest that support through homework for teaching reading and writing kanji may be effective in preventing learning difficulties in second-grade children.View full abstractDownload PDF (586K) -
Naoko TSURUMI, Yoichi GOMI, Fumiyuki NORO2012 Volume 50 Issue 2 Pages 129-139
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present study examined effects of interdependent group-oriented contingencies on the preparations for lunchtime and spontaneous supportive behavior of third-grade pupils in a regular classroom. Prior to the classwide interventions, in order to prevent negative side effects of the group-oriented contingencies, individualized prompting and verbal praise were given for the behavior of the 2 targeted boys who were deficient in skills needed to complete preparations for lunchtime. After that, an interdependent group-oriented contingency was introduced, based on the time required for all the children in the class to complete the preparations for lunch. Finally, an interdependent group-oriented contingency based on the performance of the members of each sub-group was added. The results revealed that the time required for lunchtime preparations by both the targeted and the other children decreased to a level acceptable to their teacher. In addition, the frequency of spontaneous and positive peer interactions dramatically increased in the final interdependent group-oriented contingency condition. Furthermore, negative side effects were not observed in the interactions between the targeted boys and their classmates. The present results suggest the applicability and utility of this additive individualized intervention and subgroup-based group-oriented reinforcement for facilitating spontaneous supportive interactions among children whose behavior is being reinforced by an interdependent group-oriented contingency.View full abstractDownload PDF (455K)
Brief Note
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Takahito TANNO, Takao ANDO2012 Volume 50 Issue 2 Pages 141-150
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purposes of the present study were (a) to provide an overview of kokufuku shido, an educational practice at the Tokyo Metropolitan Komei Special School from 1957 to 1962, including a review of the aims, contents, and purpose of this course of study, and (b) to investigate the relation between kokufuku shido and functional training. At the Komei Special School, which was a school for pupils with physical disabilities, functional training was considered to be a type of medical training, and so it was taught by specialists. In contrast, kokufuku shido was considered to be educational instruction, and teachers taught it. Kokufuku shido was included in music and physical education classes, whereas functional training was part of subject guidance. For example, functional training was established as a fundamental stage of handwriting instruction, which was taught at that time by Sato Hyoya, and speech instruction, taught at that time by Okamoto Ume. Free play, in which the children drew various lines or pictures, was included in both handwriting instruction and play therapy, which was part of functional training. Though the purpose of play therapy was to improve upper limb function, the purpose of handwriting instruction was to teach the children how to write hiragana or kanji characters. That is why Sato taught methods of drawing various lines in the free play activity. One of the features of kokufuku shido was to relate subject guidance to functional training.View full abstractDownload PDF (371K) -
Taro AMAGAI, Shigeki SONOYAMA2012 Volume 50 Issue 2 Pages 151-160
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present study examined effects of question-and-answer training of a 10-year-old boy with a pervasive developmental disorder, in which video clips were used to explain to him about emotional states and their causes. In the training sessions, the boy was shown several video clips of actors becoming angry, and then was asked to answer the question, "What is happening to him?" In subsequent generalization sessions, he was shown video clips that had not been used in the training sessions of actors appearing angry, as well as other video clips of actors exhibiting various other emotions (cheerful, happy, sad, and lonely). The results showed that generalization of the recognition of emotional states occurred with respect to all of the "angry" video clips that had not been used in the training sessions, as well as to other emotional states, but that generalization of knowledge about causes of the emotional states did not occur with respect to some of the video clips that had difficult criteria.View full abstractDownload PDF (409K) -
Masatomo MOTEGI, Takashi SAWA, Akira YOKKAICHI2012 Volume 50 Issue 2 Pages 161-169
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to clarify developmental features of written spelling errors made by children who are deaf. Compositions (N＝212) written by 179 pupils who were deaf and in classes at an elementary school for children who are deaf were analyzed, and the spelling errors classified into 8 categories based on the sound features of their mistakes: (a) consonants, (b) vowels, (c) the Japanese syllabic nasal (hatsu-on; the consonant), (d) double consonants (soku-on; the Japanese silent mora between 2 adjacent moras), (e) contracted sounds (yo-on; a kana character in which a high front vowel in the preceding syllable changes to a semivowel and adds a new vowel), (f) long vowels (cho-on; a syllable with a prolonged sound and another related sound), (g) voiced sound marks (dakuten; a double mark written on the upper right corner of a kana character), and (h) other. The analysis revealed that the 7- to 8-year-old children’s most common mistake (approximately 30% of their mistakes) was the voiced sound mark (dakuten); fewer mistakes were made with vowels and Japanese special syllabic notations such as double consonants and long vowels. The most common errors of the children who were 9 to 10 years old were also the voiced sound marks (dakuten), followed by errors in vowels and consonants. These children made fewer mistakes in the other Japanese special syllabic notations than the children in the younger age group. Voiced sound marks (dakuten) were also the most common mistake (approximately 30％) made by the 11- to 12-year-old children, followed by mistakes in consonants and vowels. These older children made even fewer mistakes in the other Japanese special syllabic notations than the 2 younger age groups. The present results indicate that mistakes in voiced sound marks (dakuten) were common throughout the age span studied, whereas the older children made fewer mistakes in other Japanese special syllabic notations.View full abstractDownload PDF (345K)
Practical Research
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Kiyomi SHIJO2012 Volume 50 Issue 2 Pages 171-180
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSChildren with special needs who are pupils in a mainstream classroom need not only individual support, but also classwide support. The purpose of the present study was to clarify how a child needing special support interacted with the other children in his class during lessons. The method used was participant observation, with a focus on classroom discourse. The observations were analyzed from the standpoint of Vygotsky's defectology. In that method of analysis, the problem-solving process used by children with disabilities is significant. In a process called detour, a child with a disability uses different tools to solve problems, compared to children without disabilities. Interactions of a child with special needs and the other children in that pupil's class should be examined, because detour is considered to influence the surrounding children. The following observations were made: (a) Even though the child with a disability had previously had poor communication skills, with detour, he was able to interact effectively with others. (b) The child for whom support was necessary also influenced the other children and transformed their actions. Thus, it is important to examine further the supports that classroom teachers provide for children with special needs. If teachers understand how children with special needs function in a classroom environment and how they interact with other children, they can enhance the special support provided by using classroom discourse more effectively.View full abstractDownload PDF (340K) -
Miwa ONO2012 Volume 50 Issue 2 Pages 181-191
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present study investigated the social interactions between 2 high school students with mild intellectual disabilities and 8 of their co-workers in a workplace practice setting. The analysis focused on the body orientation of the students with disabilities in 2 contexts: (a) instructions from the staff had changed, and (b) the student with a disability had made a mistake. It was found that a student who turned to co-workers received a more positive evaluation overall than one who was not looking at the co-workers, and that the students with disabilities finally selected an image that their co-workers could easily accept. One of the participants continued to follow the staff's instructions from start to finish and received positive evaluations from his co-workers even though he made many mistakes. The other participant worked vigorously in the practice setting, and had showed high work ability. However, the co-workers negatively evaluated him because he never made a mistake. Based on these findings, it was suggested that receivers' evaluations may influence self-presentation. On the one hand, the content of the presentation of self leads to receivers' evaluation, whereas on the other hand, the receivers' prior assumptions (for instance, about the workers' abilities and the co-workers' ideas about their behavior) may strongly influence their evaluation.View full abstractDownload PDF (519K) -
Hiroki FUJIWARA, Tomohiko MURANAKA2012 Volume 50 Issue 2 Pages 193-204
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present authors set up an "open classroom", called "the morning classroom", in order to support the learning of junior high school 8th- and 9th-grade students with learning difficulties. Any student in those grades could freely enter the morning classroom for study. The present research examined a teaching method for promoting setting up such classroom so that going to the classroom and having students study there would be easy for teachers to manage. Those who could use the morning classroom were all the students in the classroom, including those with learning difficulties. Ten teachers and 4 special support staff taught the students there. In the morning classroom, the teachers provided guidance to the 9th graders and their parents. The students worked on mathematics and social studies, using printed materials. The teachers reduced the number of questions in the materials in order to promote a sense of accomplishment in the students. The students checked their own work. The program continued for 11 months. It was found that, in addition to the students with learning difficulties, many students without learning difficulties also came to the morning classroom. The one-on-one teaching system appeared to promote the performance of the students with disabilities. The results of the present study suggested the importance of having teachers issue individual invitations to meetings with students and their parents, based on friendly relations with those people. The results also suggested that a reduction in the burden of the teachers contributed to the continuation of the open classroom.View full abstractDownload PDF (515K)
Current Topic
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Shinichi OKAZAWA2012 Volume 50 Issue 2 Pages 205-214
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present article is a review of studies of people with profound and multiple disabilities who need intensive medical care, from the perspective of how people around them should understand them. Topics covered include their health and physical condition, considered in the context of the relation between an educational approach and medical care, the relationship between variations in wakefulness and the educational approach, features such as the extent to which their body movements are voluntary, and communication. The present article also reviews approaches to understanding these topics. Physiological studies have suggested that people with profound and multiple disabilities interact with their environment. In order to contribute to their education, physiological indices should be included in the educational approach and planning. Finally, some ideas and studies relating to co-creating communication were introduced as a way of interpreting and understanding the meaning of the behavior of people with profound and multiple disabilities.View full abstractDownload PDF (413K)
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