The Japanese Journal of Special Education
Online ISSN : 2186-5132
Print ISSN : 0387-3374
ISSN-L : 0387-3374
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Volume 55, Issue 5
Displaying 1-3 of 3 articles from this issue
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Original Article
  • Relation Between Visual Attention and Adjustment of Posture and Movements: Child With Severe Motor and Intellectual Disabilities (SMID)
    Kazuyoshi YOSHIKAWA
    2018 Volume 55 Issue 5 Pages 249-257
    Published: 2018
    Released on J-STAGE: March 19, 2019
    DOIhttps://doi.org/10.6033/tokkyou.55.249
    JOURNAL FREE ACCESS
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    Children with severe motor and intellectual disabilities (SMID) have limited reactions to their surroundings, which greatly affects their cognitive development. The present article focuses on the reaching behavior of one 10-year-old boy with severe motor and intellectual disabilities as an indicator of his awareness of his surroundings, in order to examine the relationship of visual attention, posture, and movement. The data revealed different aspects of his reaching time, the smoothness of his movements, and his usage of visual information, depending on the location of an object. Repetition of reaching appeared to improve related motions of his head, body, and arms, based on visual information. Reaching also affected his visual attention to spatial dimensions, which suggests the possibility of his improving his recognition of the researcher and looking at the eyes of the researcher. Changes in the object's location seemed to encourage more precise visual attention and adjustment of his posture and movements. Further tests with more varied participants are needed to verify the results of this case study.
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Practical Research
  • Using Class Evaluation Sheets in a School-Wide Project: Changes in Teachers' Prompts and Students' Spontaneous Behavior
    Yohane HONBO, Kenichi OHKUBO
    2018 Volume 55 Issue 5 Pages 259-270
    Published: 2018
    Released on J-STAGE: March 19, 2019
    DOIhttps://doi.org/10.6033/tokkyou.55.259
    JOURNAL FREE ACCESS
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    The present study was a school-wide project that examined effectiveness for class improvement, including the use of prompts by teachers and the students' spontaneous behavior, of class evaluation sheets. The project was conducted at a special needs school for students with intellectual disabilities. When results from two of the classes were examined in detail, it was found that the teachers' prompting behavior and the students' spontaneous behavior had been modified. Analysis of the practical reports revealed that all 10 teams implemented the planned procedures, and that in 9 of those teams, improvement was found. These results suggest that this attempt to improve students' behavior through using class evaluation sheets may have been an effective way to change the teachers' prompting behavior and the spontaneous behavior of the students. Further research should examine how their behavior was modified and factors other than teachers' prompts that may lead to class improvement.
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  • Eye-Gaze Sharing Between Young Children With Hearing Impairments and Their Mothers in Free Play: Comparison of Approach of Mothers With and Without Hearing Impairments
    Kazuya HONDA
    2018 Volume 55 Issue 5 Pages 271-278
    Published: 2018
    Released on J-STAGE: March 19, 2019
    DOIhttps://doi.org/10.6033/tokkyou.55.271
    JOURNAL FREE ACCESS
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    The present study focused on the eye-gaze sharing between young children with hearing impairments and their mothers. The aim was to identify any differences in eye-gaze sharing between young children with hearing impairments and their mothers with or without hearing impairments, to describe differences if any are found, and to identify characteristics of the approach taken by the mothers. The participants were 3 pairs of children with hearing impairments (34, 39, and 44 months old) and their mothers who did not having hearing impairments, and 3 pairs of children with hearing impairments (22, 24, and 38 months old) and their mothers who had hearing impairments. The participants engaged in a free-play session using toys; 10 minutes of each pair's interactions were videotaped and analyzed. The analysis found no differences between the 2 groups in the number or duration of eye-gaze sharing instances. However, qualitative differences between the mothers in the 2 groups were observed in the approach taken by the mothers. The mothers with hearing impairments had begun to established mother-child interactions in the post-natal period, through continued approaches by the mothers to their babies. In the present study, those children were found to be able to understand sign language through their peripheral vision even when they were not sharing their gaze with their mother.
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