Total Rehabilitation Research Vol. 4(2017)

For the physically disabled people, the posture is a crucial motion for all activities. In particular, in educational activities, the goals and activities need to be set up in relation to gravity. Currently, of teaching methods related to the posture, motion and movement in the special needs education for the physically disabled, the motion method is widely used. However, during the teaching of the pre-stage sensory integration method, the guidance on the right posture, motion and movement from the perspective of gravity is required. Thus, this study aims to analyze the overview of the sensory integration education method in Okinawa Prefecture, and to induce the corresponding tasks. The research methodology is to use and analyze 40 cases of “The Report on the Practice of Sensory Needs Integration Education Method,” specified in the research collections of the special support school for the physically disabled in Okinawa Prefecture, from the perspective of gravity, posture, motion, and movement. In the analysis of posture, motion, and movement, five items of physical movement in self-dependence activities are used. The findings of this study indicated that the education field lacks the awareness of the importance of the relationship between the physically disabled children and gravity. Also, in posture, motion and movement, there was found to be a heavy lack of cases of using the sensory needs integration method from the perspective of 5 items of physical movement.

The present study examined influences of trait meta-mood on memory bias in non-clinical depression. University students (N = 32) participated in individual experiments using the process-dissociation procedure, which can separate the contributions of automatic and controlled processing on memory performance. Participants studied positive and negative personality trait words by rating the self-descriptiveness of each word. Then they recalled the words based on presented cues in the repeated, two test condition, the inclusion test condition, and the exclusion test condition, in counterbalanced order. Then, the participants completed the Multiple Mood Scale Short version, Trait-Meta Mood Scale, and the Beck Depression Inventory. The probability of a positive, or a negative studied word automatically coming to mind, or the probability of consciously recollecting the words were calculated by using process-dissociation procedure equations. A two-way factorial analysis of variance was conducted to separately determine the influences of depression. Results indicated that the probability of automatic processing was significantly higher in depressed participants for positive than for negative words, indicating a mood-incongruent memory bias in depression. However, depression did not influence the probability of controlled processing. Then, the moderating, or mediating roles of trait meta-mood on the memory bias in depression was analyzed. The results indicated that attitudes taking account of the mood might moderate the relationship between depression and memory. These results suggest the possibility that an unconscious, mood-incongruent memory bias in non-clinical depression might prevent the progression of depression. The findings are discussed in terms of preventive effects of mindfulness and acceptance.

Recently, educational activities considering the aspects of quality of life (QOL) are required in special needs education for children with disabilities. It has not yet been clarified about the effect on educational outcomes due to differences in the type of disability of the student. In this study, we used Special Needs Education Assessment Tool (SNEAT) which is a tool for evaluating the educational outcome of the classes on children with disabilities to determine factors affecting aspects of psychology, physiology and pathology for children with intellectual disability and children with multiple disabilities. Especially we investigated the influence factors focusing on the physical functioning and mental health which are two of 3 domains of SNEAT. As for the factors affecting the physical functioning score and the mental health score, four factors were clearly identified: the student’s grade level, the teacher’s possession of a special teaching certificate, the type of disability of the student, and the sex of teacher. This result indicated that these factors influenced psychology, physiology and pathology for children with intellectual disability and children with multiple disabilities and were found to be more likely to appear as educational outcomes.

In particular, in the field of special needs education has been introduced, it attaches great importance to Psychology, Physiology and Pathology. However, the psychology, physiology and pathology of children impairment have not been sufficiently understood in the field of special needs education. According to preceding study (Kohara et al., 2015), the problem caused by the lack of expertise of teachers was derived from the curriculum of undergraduate programs of special needs education. Therefore, this study aimed to analyzed the contents of education on psychology, physiology and pathology currently being conducted in the expert training course of Special Support Education, and to clarifythe problem.

Background: Sexuality Education is needed by people with disabilities. It is practiced in Special Needs Education schools and welfare work places. But the assessment is not done. Object: In this study, we aimed to define “Sexuality Education of people with disabilities” based on the point of view of guarantee of rights and improvement of QOL. Additionally, we aimed to make the Sexuality Education Assessment tool. The Sexuality Education Assessment Tool consisted of 3 domain; “Knowledge and representation of the body”, “Sense of security to sexuality”, “Recognition of oneself and others to sexuality” and 9 questions. Methods and Result: In a cross-sectional study, we collected the 96 data in Okinawa Prefecture in between August and September, 2016. The reliability of the coefficient of Cronbach’s α were over 0.7. The validity was valid based on its goodness-of-fit values obtained using the SEM. These results indicate has high reliability and construct validity. Low score only “Recognition of oneself and others to sexuality” to “Sexual diversity”. But Sexuality Education is very important point of view “Sexual diversity”. And the sexuality education is expected qualitative change. And, the assessment is verified validity.

In Japan, the declining birthrate and aging population is serious, and the consolidation and elimination of small-scale schools are proceeding in depopulated area. As inclusive education is being promoted, we believe that clarifying the superiority of inclusive education at small-scale schools will maximize the merits of small-scale schools. In this study, we compared Inclusive Education Assessment of small-scale schools with appropriate-scale schools on points of view of amount and quality. From January to March 2016, we conducted a questionnaire survey to 17 special support education coordinators working at elementary and junior high schools in the Yaeyama area. Small-scale school’s score was higher than appropriate-scale schools on “Security of rights” and “Improvement of curriculum”. With respect to the average point comparison of each item, the small-scale schools for all items were comparable or higher than that for the appropriate-scale schools. There were qualitative differences in practice between small-scale schools and appropriate-scale schools on grounds of practical cases. We clarified Inclusive Education Assessment of small scale schools was better than appropriate scale schools. Additionally, we clarified high level educational activity was practiced in small-scale schools. We hope that this study will be an opportunity to maximize the merit of small-scale schools all around the country.

Background; Previous studies have indicated factors that affect the educational outcomes of special needs education; “Length of teaching for special needs class”, “Whether to have special teaching certificate”, “Grade” and “Types of disability”. But each influence factors were not concretely analyzed. Object; This study aimed to analyze about factor affecting educational assessment in curriculum of special needs school for physical disable. Method; Survey data were collected in a longitudinal prospective cohort study. Survey data collected from 49 classes on the independent activities of daily living in special needs school for physical disable between June and July 2015. Statistical analysis used t -test and One-way ANOVA. Results; Results of t -test, the significant difference not confirmed between those who have licenses of teacher of special needs education and those who do not. And, results of t -test, the significant difference confirmed between more than 13 years of experience and less than 13 years of experience. Discussion; In this study, it suggested that “length of teaching for special needs class” is a more important factor affecting educational assessment than” Whether to have special teaching certificate”.