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Volume 51 (2013)
- Issue 5 Pages 407-
- Issue 4 Pages 335-
- Issue 3 Pages 261-
- Issue 2 Pages 81-
- Issue 1 Pages 1-
Volume 51, Issue 4
Displaying 1-6 of 6 articles from this issue
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Original Article
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Yasuko OZAKI, Makoto KOBAYASHI, Toyokazu MIZUUCHI, Mihoko ABE2013 Volume 51 Issue 4 Pages 335-345
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSThis article reports an evaluation of a Checklist for Developmental Disabilities in Young Children (CHEDY), in which children's behavior is rated by child care workers. The test consists of 3 scales which include questions pertaining to pervasive developmental disorders (PDD), attention deficit/hyperactivity disorders (ADHD), and intellectual disabilities. The raters, staff at child care facilities nationwide, assessed 682 children with pervasive developmental disorders, 48 children with attention deficit/hyperactivity disorders, 267 children with intellectual disabilities, and 897 children with typical development. The inter-rater reliability and validity of the 3 scales were satisfactory. In addition, the test was found to have the best discriminability between children with developmental disabilities and children with typical development. Cutoff scores were created for each of the 3 scales. The results indicate that the Checklist for Developmental Disabilities in Young Children (CHEDY) is a promising instrument for early screening of children with developmental disabilities.View full abstractDownload PDF (630K)
Practical Research
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Kunihiro OKAMOTO, Shinzo ISAWA2013 Volume 51 Issue 4 Pages 347-357
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSIn the present study, a chain of social behaviors was taught to an elementary school third-grade boy with autism who could not follow spoken instructions, in order to determine whether the present methods would result in his taking an object to an appointed person or place. The first stage, in which 1 card with a picture of an object was used, aimed at shaping the behavior of taking an object to an appointed place. In the next stage, in order to increase his understanding of a person and an object at the same time, 2 pictures were utilized. In the final stage, the pictures were changed to a place and an object. In the first stage, correct responses occurred after a few trials. In the second stage, the boy was able to identify 2 pictures of a person and an object at the same time. Although in the third stage, 1 of the pictures was changed from a person to a place, correct responses occurred. These results support the work of Inoue et al. (1999, in Japanese), in that the boy's behavior occurred in the presence of the pictures of a person and an object. Future research should examine how to maintain the boy's behavior after eliminating the visual prompts, and a strategy for generalizing his behavior to his home.View full abstractDownload PDF (402K) -
Takuya KOJIMA, Hidenori SEKIDO2013 Volume 51 Issue 4 Pages 359-368
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSIn the present study, communication cards were used to teach an elementary school second-grade girl with selective mutism to express greetings and gratitude spontaneously in school. After the intervention, she spontaneously expressed greetings and gratitude to her teacher, student volunteers, classmates, and other teachers. Gestures, conversation by writing, and utterances were also observed; in other words, her communication modes were transformed. The guidance method used in the present study was assessed positively by the teachers and the girl's guardians. The present results suggest that guidance in communication using non-spoken language may be useful for students with selective mutism as a first step toward their making utterances.View full abstractDownload PDF (437K)
Current Topics
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Hiroshi ANEZAKI2013 Volume 51 Issue 4 Pages 369-379
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSIn recent years, special needs schools for children with physical disabilities in Japan have increasingly introduced Snoezelen into independence training (jiritsu katsudo) classes for children with severe and multiple disabilities. However, some educators in Japan believe that Snoezelen is not an educational method. Therefore, I analyzed domestic and foreign academic books and papers about the history of Snoezelen and trends in research on the concepts of Snoezelen. As a consequence, I was able to clarify that, in addition to leisure, the concept of Snoezelen includes aspects of education and therapy. Therefore, I concluded that Snoezelen is education. On the basis of that, I can confidently say that Snoezelen is an educational activity. Next, I developed a definition of Snoezelen education, and considered the positioning of other methods of education for sensation and the significance of its introduction in places where children with severe and multiple disabilities are being educated. The present article also discusses the future prospects of Snoezelen education in Japan. Snoezelen lessons have especially attracted attention as a new method of education for supporting the development of children with severe and multiple disabilities. In addition, the present review suggests that Snoezelen education is effective for children with developmental disabilities, school phobia, and other problems.View full abstractDownload PDF (407K) -
Megumi WAKUI2013 Volume 51 Issue 4 Pages 381-390
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSThe present paper discusses trends and issues in research on cooperative learning in regular classes, focusing on children with learning disabilities. Cooperative learning is not simply learning in a group. By satisfying the 5 basic elements of cooperative learning, it is possible to promote not only academic achievement, but also acceptance of peers, understanding of diversity, and higher level thinking skills. The present article describes a typology of the major cooperative learning methods that are also utilized with children with learning disabilities, and summarizes the results of previous research on this topic. Discussion suggests future direction for research, and identifies some of the challenges to be addressed.View full abstractDownload PDF (416K) -
Kuniyoshi TAKIGAWA2013 Volume 51 Issue 4 Pages 391-399
Published: 2013
Released on J-STAGE: March 19, 2015
JOURNAL FREE ACCESSIn Japan, long-term hospitalizations of children with chronic diseases have decreased sharply; the duration of hospitalization has shortened, and the frequency of hospitalization has increased. These changes have exerted a potent influence on the education of children with health impairment s. Utilization of information and communication technologies (ICT) has become essential for education and information-sharing among personnel in education and medical care responsible for a given child. The present paper focuses on sharing and utilizing information about the education of children with health impairments in Japan, and, from the viewpoint of information and communication technology utilization, reviews related national policies and studies on educational practices since the enforcement of compulsory education in special schools came into effect in 1976. In addition, the present article discusses the effectiveness of a booklet that is used to support the education of children with health impairments. These booklets currently play the role of centralizing information on the education provided to children with health impairments by their teachers, such as the instructional methods and teaching materials, so that the information can be shared among relevant personnel involved in the child's educational and medical care. In the future, there should be more research on the utilization of information and communication technology, such as day-to-day linkages between hospitalized students and their schools, and educational support for students whose diseases result in their long-term absence from school.View full abstractDownload PDF (371K)
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