著者

柴田 長生 Chosei SHIBATA 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.8, pp.3-26, 2016-03-31

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I compared and examined the evaluation results of 384 intellectual disabled children about intellectual abilities and social abilities. The intellectual abilities were evaluated by the developmental-test and the Social abilities were evaluated by the social ability scale which is composed in the six areas ; Self independence, Movement, Operation, Communication, Group participation and Self-control. We used this social ability scale for the diagnosis of intellectual disabled children in Kyoto prefectural Child Guidance Center. And in 2012, I researched the diagnostic results of 384 Intellectual disabled children. Intellectual abilities and social abilities are basically correlated. But in each individual data、the level of intellectual abilities is different from the level of social abilities . And the aspects of the difference are various. I reviewed the aspects of the difference and considered about the various clinical features of intellectual disabled children. Considering results are as follows. 1 Intellectual abilities and social abilities are basically correlated. 2 the difference patterns between the intellectual abilities and the social abilities are as follows. Type 1: There is not a difference in the intellectual abilities and the social abilities. Type 2: It is low, that the social abilities are relative more than the intellectual abilities. Type 3: It is high, that the social abilities are relative more than the intellectual abilities. 3 The various clinical features of intellectual disabled children can be described by these differential patterns. 4 With the ripeness which accompanies aging, the ability of self-independence becomes higher than the intellectual ability relatively. But for the intellectual disabilities, the communication ability becomes lower than the intellectual ability relatively. These characteristics are a general tendency. 5 The height of the intellectual ability becomes the big motive which develops social ability.It is easy the lighter the degree of disability is, the more the difference between the intellectual abilities and the social abilities occurs. And of the boiling that the age becomes big therefore, the difference, too, becomes clear. 6 The difference between the intellectual abilities and the social abilities occurs with the influence from the other disability; Autism ADHD LD etc. , being clear. 7 As for the relative social ability to the intellectual ability, a little high tendency is seen, that the girl is relative more than the boy. AAIDD(American Association on Intellectual and developmental Disabilities) published 11th definition of Intellectual Disability in 2010. Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior. But significant limitations in intellectual functioning are different from significant limitations in social abilities. Then intellectual functioning and social abilities are deferent developmental domains. Eclectic clinical features of the intellectual abilities are formed by the factor which was described above.

著者

大前 暁政 Akimasa OMAE 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.6, pp.55-72, 2014-03-31

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This research clarifies the problems of present-day teacher training courses by comparing them with a past teacher training courses. The contents of the curriculum for conquering the problems are also proposed. Postwar primary teacher training courses have changed a great deal after World War II. In the previous Normal School in 1949, students were given the knowledge and skills required in the field of elementary school. On the other hand, in primary teacher training courses after World War II, students started studying pedagogy and liberal arts. It is necessary to examine teacher training courses of the new era, which have efficient combined the best of both types of teacher training courses. To ensure that students gain practical teaching skills in universities in particular, universities should make clear the knowledge and skills that should be taught clearly. This paper showed the knowledge and skills required in the field of elementary school. The knowledge and skills required in the field of elementary school were divided into the following four categories: "technology of a lesson," "class management" and "correspondence to a child," and "others." In teacher training colleges, it is becoming important to consider curriculums that enable students to gain "practical teaching skills." This research was able to show the directivity for an improvement of the contents of teacher training curriculum.