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Volume 50 (2012)
- Issue 5 Pages 429-
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Volume 50, Issue 5
Displaying 1-5 of 5 articles from this issue
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Practical Research
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Hisanori KOBAYASHI, Noriko HIRASAWA, Norio OKINAKA, Junko YUMOTO, Kuri ...2013 Volume 50 Issue 5 Pages 429-439
Published: 2013
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present research examined instructional opportunities for a student with autism that had the aim of promoting the student's requests by improving his teacher's support for activities of established behavioral chains. The participant was a second grade boy with autism. The instructional opportunities were activities that he was able to perform by himself. The teacher changed how she interacted with him, giving him something or approving his requests. The first instructional opportunities were in the morning activities, and involved the student's requests for materials needed to perform the activities and for approval at the end of activities. Additional opportunities for instruction were added later. The student's requests and engagement in activities were assessed by a multiple baseline design across instructional opportunities. The number of requests initiated by the student increased, and the time required for him to complete activities shortened. Also, he made more requests across activities. The results were discussed in the context of the validity of the instructional opportunities by improving teacher's support for activities of established behavioral chains.View full abstractDownload PDF (568K)
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Hitomi MADONO2013 Volume 50 Issue 5 Pages 441-450
Published: 2013
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSIn China, those concerned about education for children with disabilities have been working with the aim of extending education to these children and diversifying the form of education. However, so far, 30% to 40% of school-age children with disabilities in China are not receiving compulsory education. In order to promote the spread of education, the Chinese government began, in 2003, to consider inclusive education. In 2008, China ratified the United Nations Convention on the Rights of Persons with Disabilities. In 2010, the government's medium- and long-term national education plans listed a guarantee of the right of children with disabilities to education as the country's basic education policy. This is a step towards the guarantee of these children's right to education. While admitting the effectiveness of inclusive education in other countries, the Chinese government is attempting to create a system of education that is appropriate for China. In order to realize the guarantee of the right to education for children with disabilities, China has to improve the educational environment, including enhancement of inclusion (suibanjiudu). Such an educational environment will be built by respecting the diversity of Chinese society.View full abstractDownload PDF (406K) -
Fumiko ONOGAWA2013 Volume 50 Issue 5 Pages 451-461
Published: 2013
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe present paper aimed to clarify trends and challenges for today's boarding house education research in relation to education according to children's needs, and to present an ideal view of suitable boarding house education for the age of special needs education. Boarding house education research does not have a clear direction, even though the Ministry of Education, Culture, Sports, Science and Technology included education at boarding houses in its final report, Special Education in the 21st Century (2001). Some prefectures are pursuing elimination and consolidation of boarding houses, while advancing special support education. The educational meaning of education at boarding houses has not been included in special needs education because very little research has been done on boarding house education in relation to the actual situation and the life and development of children with disabilities and their families. Many guardians of such children request "boarding houses corresponding to the child's needs" and "acquisition of the sociality and independence of children with disabilities in an education context". Cooperation of the home and the region is called for in special needs education. In that case, boarding houses would become a place for the life and developmental security of children with disabilities. It is necessary for various conditions to be established and adjusted in order to achieve the aims of education.View full abstractDownload PDF (436K) -
Etsuko BEPPU2013 Volume 50 Issue 5 Pages 463-472
Published: 2013
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe problems of teacher burnout and mental fatigue are worsening. Some scholars contend that teachers cannot form relationships with students who have various difficulties and needs. The present paper examines this idea with 2 purposes: (a) to clarify the relation between the difficulty of teaching and special educational needs, and (b) to clarify the difficulties of teachers and the special needs of students at various age levels, especially when transitions are involved. The categories studied were from infancy to elementary school; in the lower, middle, and upper grades of elementary school; the transition to junior high school; and in junior high school. The results indicated that students in the lower grades had difficulties because of hyperactivity and with personal relations; these problems may result in maladjustment. In the upper grades, teachers have problems due to their failure with students who have had an accumulation of troubles and have low self-esteem. Consultation support for teachers was discussed. Appropriate consultation can deepen teachers' understanding of age-appropriate difficulties, allowing them to retain a sense of competency.View full abstractDownload PDF (435K) -
Toshihiko KIKUCHI2013 Volume 50 Issue 5 Pages 473-482
Published: 2013
Released on J-STAGE: September 18, 2013
JOURNAL FREE ACCESSThe normalization principle, the movement for self-reliant living, and implementation of support-payment systems for persons with disabilities, plus enforcement of the "Services and Supports for Persons with Disabilities Act", have encouraged a tendency toward the deinstitutionalization of children with severe motor and intellectual disabilities (SMID). The present review describes the current situation, including problems with community services supporting the life of such children. Although mothers, who are the main caregivers of these children, can draw on an increasing number of in-home support services to assist them, informal social resources, such as sympathetic relatives, rather than formal societal ones, such as medical and welfare services, are thought to help in reducing their burden. The present study proposes the need in the future for good consultants for such care-giving mothers and for supportive measures to facilitate equitable participation in caregiving by family members in addition to mothers. Furthermore, the present review argues for the importance of family participation and emphasizes its key role in facilitating collaboration among relevant institutions so that children with severe motor and intellectual disabilities can continue to live at home. Some of these children have to live in residential care for various reasons, such as their high dependence on medical treatment and the ill health of their caregiving family members. Very little research has been reported on community services to support the life of children with severe motor and intellectual disabilities. The present review indicates that this shortcoming should be rectified with future research on this topic.View full abstractDownload PDF (438K)
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