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Volume 50 (2012)
- Issue 5 Pages 429-
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- Issue 3 Pages 217-
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Volume 50, Issue 3
Displaying 1-11 of 11 articles from this issue
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Brief Note
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Akihiro SAIKI, Hajime TACHIIRI2012 Volume 50 Issue 3 Pages 217-226
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present research examines the sign language that is used by hearing teachers at 2 schools for students who are deaf. The sign language modes used at most schools for students who are deaf are Japanese Sign Language with voice and Japanese Sign Language without any voice. In the test situation, teachers were instructed to communicate about something to students with hearing difficulties, and how the teachers used Sign, and the teachers' voice and mouth movements when communicating the message to the students were analyzed. The results indicated that the re-sending rate increased when the teachers used Japanese Sign Language with voice, and omission rates increased when they used Japanese Sign Language without voice. The relationship of the use of voice, the shape of the mouth, and the structure of the signs was also examined. The teachers who had long experience using Sign used Sign without voice; the teachers with short experience used their voice without any Sign. The present results confirm that the extent of Sign users' experience using Sign was related to different ways that Signs were used.View full abstractDownload PDF (398K) -
Hirohito CHONAN, Takashi SAWA2012 Volume 50 Issue 3 Pages 227-234
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to construct a Japanese version of a reading span test for students with hearing impairments. Elementary school students with hearing impairments completed a preliminary version of the test. The reliability of the test in the first and second grade groups (n=16) was low, and there were many incorrect answers. Although the reliability was high in the tests completed by the third and fourth grade students (n=22), there were some incorrect answers. In the tests completed by the fifth and sixth graders (n=23), reliability was high, and few mistakes were made. These results suggest that the preliminary test is suitable for fifth and sixth graders. The problem of testing students from the first to fourth grades was discussed.View full abstractDownload PDF (275K) -
Yukiko NOMI, Akira YOKKAICHI2012 Volume 50 Issue 3 Pages 235-245
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSInteraction between the teacher and the pupils in an elementary school class is essential for pupils' deeper consideration and understanding. To realize active interactions in a class, it is important that the teacher elaborate any questions and explanations, and allow adequate time after those remarks for the pupils to have an opportunity to think. Pupils with hearing impairments in regular classes who have the support of computer-assisted note-taking (CAN) learn via the text displayed on the computer display for their note-taker. Because the rate at which CAN displays text is slower than the rate of vocal speaking, sentences on the computer display tend to be delayed compared to the oral speech. Furthermore, the content is often summarized. The present study analyzed the classroom interactions with voiced remarks and text displayed with CAN in a classroom that included 1 pupil with a hearing impairment. The results revealed some differences between voiced and typed remarks on the display, such as repetitive remarks by the teacher and some remarks of other pupils sometimes being deleted or summarized. Pauses between the teacher's and the pupils' utterances were unstable in the text, and became longer or shorter than in the actual voiced interactions. This kind of distorted interaction in displayed text did not reflect the intention of the teacher, who wanted to give the pupil with a hearing impairment enough time to have the opportunity to think deeply. When he had an opportunity to express his opinion, he could participate in the class smoothly with CAN.View full abstractDownload PDF (424K) -
Takeo KONDO2012 Volume 50 Issue 3 Pages 247-256
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSIn the United States, eligible students with print disabilities, including blindness, low vision, orthopedic disabilities, specific learning disabilities, and other conditions, can acquire accessible instructional materials (AIMs) through their public elementary and secondary school. Eligible students can acquire not only accessible instructional materials, but also assistive technology products (ATs) and assistance in using the accessible instructional materials with assistive technology products from assistive technology professionals within their school district, based on decisions made in Individualized Educational Plan (IEP) meetings. Students with qualifying disabilities, as well as teachers and professionals, can also utilize an Internet library called Bookshare (http://bookshare.org). Bookshare includes accessible text-only books in DAISY digital format, which is a type of accessible instructional material that works well with assistive technology products such as text-to-speech software. These resources have been supported financially by the United States government and also by local public school districts, in the context of the Individuals with Disability Education Act (IDEA, 2004). There is no cost for using these materials. The purposes of the present article are to review the institutional and technological background of accessible instructional materials and their utilization for students with disabilities in the United States, and to discuss remaining unsolved problems. It also compares Japan and the United States with respect to the availability of accessible instructional materials and assistive technology products for students with print disabilities.View full abstractDownload PDF (405K) -
Yusuke EDA, Rumi HIRABAYASHI, Toshihiro KONO, Kenryu NAKAMURA2012 Volume 50 Issue 3 Pages 257-267
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the handwriting speed and accuracy of high school students studying at special schools for students with intellectual disabilities. The participants, 129 male and 72 female students, were asked to copy 4 different passages. The first passage, at the level of the 3rd grade of primary school, contained meaningful words and real sentences; 7.4% of the words were kanji (Chinese characters). The second passage contained the same Japanese characters as the first, but with the characters arranged randomly. The third passage, at the level of the 6th grade of primary school, contained real words, of which 21.1% were kanji. The fourth passage contained the same characters as the third, but as with the second passage, the characters were arranged randomly. The results of the analysis of the mean number of letters written per minute showed that the female students copied significantly faster than the males. The students copied significantly more characters in the passages in which 7.4% of the characters were kanji, compared to the 21.1% conditions. In the 7.4% kanji conditions, the students copied significantly more real words than nonwords, but the difference between real and nonwords in the 21.1% conditions was not significant. A large number of the students copied the characters accurately with few errors, but they wrote slowly. The present results suggest that students with mild intellectual disabilities may have memory skill weaknesses such that they copy characters one by one.View full abstractDownload PDF (356K)
Practical Research
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Subaru SUENAGA, Kei OGASAHARA2012 Volume 50 Issue 3 Pages 269-278
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to evaluate effects of self-management procedures on a student with a pervasive developmental disorder, in order to enable him to increase desired behavior that would compete with his problem behavior. The participant was 13 years 6 months old at the start of the study, and was in the 7th grade at a special school. He tended to engage in self-injurious and abusive behavior, and refused food at home. After a functional assessment, a self-recording tool like a diary was introduced, in which he was to record the number of occurrences of the targeted problem behavior and desired behavior. The student was to keep this record every day, and also to calculate and graph the information. If the score for desired behavior exceeded a criterion level, he was given desired items or allowed to participate in desired activities. The results indicated that his desired behavior increased in relation to the criterion; also, his problem behavior occurred at a low rate in a parent-recording phase. The discussion deals with effects of self-management procedures for control of the contingencies for both problem and desired behavior.View full abstractDownload PDF (439K) -
Miki SAKAKIBARA2012 Volume 50 Issue 3 Pages 279-287
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSChildren with Asperger's syndrome tend to exhibit aggressive behavior when faced with interpersonal problems. Music tasks aimed at promoting behavioral control were used with one such child (a male, 5 years 7 months old at the start of the study), and the process of developing behavioral control through self-evaluation using music tasks was investigated. The child's self-evaluations included those that were positive, negative, and wrong. In order to improve his self-evaluation, 2 consecutive positive evaluations and inappropriate behaviors were modified through negative evaluations. As the opportunity for self-evaluation increased, the child was able to make correct self-evaluations and increase his motivation, thereby promoting behavioral control. Future studies should investigate the relation between the non-verbal communication behavior of music therapists and children's self-evaluations, as well as effects of this on promoting behavioral control.View full abstractDownload PDF (347K) -
Akane UENO, Koji TAKAHAMA, Fumiyuki NORO2012 Volume 50 Issue 3 Pages 289-304
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to evaluate effects of reciprocal video feedback during group-based parent training with 4 families that each included a child with developmental disabilities. The intervention program was comprised of lectures, exercises, and reports on the children's behavior at home. At home, the parents did homework in which they chose a target skill of their child and recorded the situation. The parents' knowledge and anxiety, and changes in the behavior of the parents and the children, were evaluated using Knowledge of Behavioral Principles as Applied to Children (KBPAC) and the State-Trait Anxiety Inventory-JYZ (STAI-JYZ), which is the Japanese adaptation of the STAI (Form Y), as well as observations of the parents' and children's behavior. After the intervention, most of the parents' scores on the KBPAC increased, and their STAI scores decreased. Also, the behavior of most of the parents and children improved. This suggests that the present intervention is valid. In the future, the cost of video recording should be decreased, and the experimental design improved.View full abstractDownload PDF (541K)
Current Topic
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Masahiko ONO2012 Volume 50 Issue 3 Pages 305-312
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present article discusses trends, future problems for research, and support for students with developmental disabilities who have extended absences from school. The 43 articles examined were published in Japanese academic journals from 2001 through 2010, including 4 reviews, 16 reports of research, and 23 clinical studies. Although there were many studies on shaping classroom attendance behavior, only a few studies were directed at providing support to prevent students with developmental disabilities from being absent from school. Furthermore, only a few studies were addressed to maintaining classroom attendance. The present article suggests 3 further topics for study related to support for students with developmental disabilities who have extended absences from school: (a) an evaluation of the definition of students who are not attending school, (b) problems with determining which students are not attending school, and (c) an examination of the students' individual support plans.View full abstractDownload PDF (343K) -
Yoshio KOJIMA2012 Volume 50 Issue 3 Pages 313-321
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSEducating children and youth with intellectual disabilities about sexuality is a controversial and difficult topic. The purpose of the present paper is to discuss the topic of sexuality education for these youth and to explore research trends in sexuality education for children and youth with intellectual disabilities. Research journals and conference presentations in Japan were reviewed to explore trends in theoretical research. Theoretical research in this area can be divided roughly into (a) research on implementation of sexuality education practice, (b) survey research about teachers' sexuality education, and (c) survey research about parents' sexuality education. The results from typical research on this topic are described. Furthermore, journal reports were reviewed to discern trends in practical research. Points important for future research include (a) curriculum plans, (b) development of sexuality education, and (c) verification of the needs of parents and children.View full abstractDownload PDF (343K) -
Nobuyuki GOTO2012 Volume 50 Issue 3 Pages 323-332
Published: 2012
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe main purpose of the present article is to describe the practice of the special education course within correctional education for juveniles with developmental disorders, as it has been practiced in recent years in juvenile training schools. First, practice and research on special education for juveniles with mental retardation or other developmental disabilities who are in juvenile training schools are summarized from the viewpoint of collaboration between correctional education and the activities of the Japanese Association of Special Education. Second, based on past policy and practice, the article considers trends in past research and future tasks relating to correctional education for juveniles with developmental disabilities, including work support, career education, and education to teach offenders to take the point of view of their victim, all of which may have a close relation to activities of the Japanese Association of Special Education. The article also summarizes the recent trend toward more research being done on correctional education by researchers at universities or public institutions. In the context of the present review, related issues in the field of correctional education are discussed.View full abstractDownload PDF (386K)
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