著者

橋本 重治 松原 達哉 中司 利一 藤田 和弘 藤田 雅子 栗原 輝雄 柳本 雄次

出版者

一般社団法人 日本特殊教育学会

雑誌

特殊教育学研究 (ISSN:03873374)

巻号頁・発行日

vol.8, no.2, pp.50-63, 1970-12-01 (Released:2017-07-28)

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本研究は、肢体不自由児の性格・行動に関して、第1報にひき続き、次のような目的で行なった。1.肢体不自由児の性差と性格・行動との関連を調べること。2.肢体不自由児の運動障害の程度と性格・行動との関連を調べること。3.肢体不自由児にどのような性格・行動がみられるかを事例により研究すること。研究結果は、次のように要約できる。(1)脳性まひの男子に多いのは、社会性がありという性格・行動で、その中でも人なつこいという内容のものが多かった。また、関心事への固執とか、がんこさ、ふざける、はしゃぐといった傾向も多くみられた。脳性まひ児の女子に多いのは、その中でも、世話をよくするという傾向が多くみられた。また、感覚刺激に注意を奪われやすい、感情の変化が激しい、泣く、驚きやすいといった情緒的な性格・行動も多くみられた。非脳損傷肢体不自由児の男子に多い性格・行動は、忍耐力がなく意欲に乏しく、人見知りする、自信欠如などであり、女子に多いのは、一般的活動性、社会性があるという性格行動で、特に意欲的、明朗、指導性などが多くみられた。このように男子と女子とでは、その性格・行動に関して差異がみられたが、この差異は、脳性まひ児群の間でも非脳損傷肢体不自由児群の間でも異なっていた。このことは、病因ごとの性差による性格・行動のちがいを更に深く研究することを示唆している。(2)障害程度と性格・行動との関連について脳性まひ児群と非脳損傷肢体不自由児群とに共通した結果は、重度群は軽度群に比べて依存性が高いということである。このことは、病因に関係なく、障害程度と依存性という特性との間に密接な関係があることを示している。一方、両群間で相違した結果は、脳性まひ児群の場合は、重度群よりも軽度群に自己統制の欠如および攻撃性を示す者が多いことと、非脳損傷肢体不自由児群の場合は、軽度群は重度群に比べて一般的活動性が高いが劣等感を示す者が多く、重度群には抑うつ性を示す者が多いということである。両群の結果がこのように異なった結果を示したのは、脳性まひという病因による特殊性-脳損傷や知能障害など-が関係しているのではないかということが考察された。(3)事例研究では、脳性まひ児群、非脳損傷肢体不自由児群の中から代表的な4ケースを選び、各児童がいかなる性格・行動特性を有するかをみるために、我々が分類した22の大項目に照らして質的に検討した。

著者

藤田 雅子 日浦 美智江

出版者

文教大学

雑誌

人間科学研究 = Bulletin of Human Science (ISSN:03882152)

巻号頁・発行日

no.17, pp.72-85, 1995-12-01

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Social consciousness of the disabled is very important to build our welfare society. The youth is to bear the responsibility for the coming age. The aim of this study is to make researches in school children's consciousness of the disabled.They belong to the fifth and sixth grade of two elementary schools, and the first to third grade of two junior high schools. Their age is about ten to fifteen years old. One of the elementary schools has the special class for the mental retarded and is near a day center for the severly multiple disabled. The other one has no special class, but in the same district there is the special school for the blind. One of the junior high school is near a day center for the severly disabled. The other one has no special class and is in the area neither special school nor institution for the disabled. Seven hundred seventy two school-children answered the questionnaire.Question no.1 and 2 are about indirect experiences about the disabled. Namely they have known or not the disabled through biography, movie or TV. No.3, 5, 7 and 9 are about personal contact with the visual disabled, the auditory disabled, the motor disabled and the mental retarded. No.4, 6, 8 and 10 are their feeling of these disabled. No.11 and 12 are thier direct experiences of the preson with white cane and the parson on the wheelchair. No.13 and 14 are about the chance of meeting or knowing each other. No.15 is about volunteer for social welfare activities. No.16 asks the thinking if they were parents of the disabled child in future. No.17 is about jobs related the disabled. School children choose yes, no or no answer. Each puestion has four to six subquestions. "Who is the person putting up with incoveniencens?" This no.18 requires children to describe their answer. "What is your idea for well-to-do the disabled?" Describing answer is asked to this question, no.19.1.8 to 3.8% children have the disabled brother or sister. 3.5 to 17.8% have the disabled relatives or friends. 24.4% to 92.5% know the disabled around them. Three fourths of the junior high school students are aware of the mental retarded. In the elementary school having the special class and the junior high school near the instiution for the disabled, children meet more frequently than in the other schools. About half to 70% children wish to study and play with the disabled. But fewer children in the school with special class want to be with the mental retarded. Fewer children knowing the blind want to live with the visual disabled. Fewer children knowing the severely handicapped want to coexist with the motor disabled. Knowing sometimes makes child careful.Much more children who can describe their own ideas are in the elemntary school having special class and the junior high school near the day center for the disabled. The contents written by these children are supported by their realistic experience in daily life. The interchange of personnel is important.The result between quantitative and qualitative seems to be contradictory. It is the reason why developing consciousness of the disabled is step by step. Generally at the start the disabled is inddifferent. By meeting the disabled, people are psychologically stimulated and then some responces occur like interest, pity, sympathy or rejection. A small number of them set up the constructive relationship with the disabled and the real coexistence-feeling springs up. For building up the actual welfare society, the constructive relationship and the coexistence-feeling are very important, considering as a whole. If the abled are mixed with the disabled, mutual understanding is not easy. The task imposed on our soceity is how to correct ignorence to the disabled and enhance the feeling of pity or sympathy to the conxistence-feeling.