著者

つくば国際大学 [編]

出版者

つくば国際大学

巻号頁・発行日

1995

著者

上野 益雄 野呂 一 清野 茂 Masuo Ueno Hajime Noro Shigeru Seino つくば国際大学 つくば国際大学中野区役所 市立名寄短期大学

出版者

つくば国際大学

雑誌

研究紀要 (ISSN:13412078)

巻号頁・発行日

no.8, pp.53-74, 2002

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Since 1925, from last years of Taisyo to early years of Showa, a movement of pure oral method appeared on the stage of deaf school. An idea of pure oral method is that signs must be prohibited and only speech is encouraged in the education of deaf children. This way of thinking took place more and more popular in Japan. At the same time, signs were strictly banned in every deaf school, because of being an obstacle for acquiring oral language. But teachers of Osaka City school for the Deaf insisted on using sign language. They began to defend against an attack of pure oralists. They organized a group for the study of sign language. Some of them also set up Kurumaza Theater of Drama. Why they defend against rigid pure oralist to use sign language? We concluded that (1) the principle of the Osaka City School was cultivation of religious mind, and teachers thought life of deaf children and communication of deaf people very important. There are many deaf staff in the member of teachers. (2) some of teachers were enthusiastic for Drama Art. In drama, sign language was necessary for its expression. Mr. Matsunaga, one of teachers, mentioned that substance of deaf people's drama is different from hearing people.

著者

山根 律子 Ritsuko Yamane つくば国際大学社会福祉学科

雑誌

研究紀要 = Bulletin of Tsukuba International University (ISSN:13412101)

巻号頁・発行日

vol.2, pp.59-71, 1996-03-25

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Specific language disorder is a syndrom showing a delay or deviant of language development not accompaning other disorders such as mental retardation, sensory disorder and so on. Recently, it has been suggested that specific language disorders are divided into several subtypes. This study reviews the findings about these subtypes, and makes the following suggestions toward further reseach with specific language disordes in Japan. 1. To make the general idea of specific language disorder commonly understood. 2. An integration with the follow-up studies after a developmental screening check and case studies by languge therapists. 3. To unify the format of discriptions about the basic profile of language development in case studies. 4. Developing a language development test which can evaluate analytically the young children's language development.