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2 0 0 0 OA 個別の教育支援計画の作成と活用に関する現状と今後の方策 ― 特別支援学校教員に対する質問紙調査から ―

著者: 藤井慶博高田屋陽子 FUJII Yoshihiro TAKADAYA Yoko
出版者: 秋田大学教育文化学部
雑誌: 秋田大学教育文化学部研究紀要教育科学 = MEMOIRS OF FACULTY OF EDUCATION AND HUMAN STUDIES AKITA UNIVERSITY EDUCATIONAL SCIENCES (ISSN:13485288)
巻号頁・発行日: vol.72, pp.93-101, 2017-03-01

A questionnaire survey was conducted on teachers at schools for special needs education to identify the current state of development and use of individualized education support plans and to examine into policies aimed at effective application of such plans. The findings show that the teachers found development of such plans burdensome and that such plans were not being utilized effectively. For individualized education support plans to function effectively, support meetings by relevant parties, study in application systems and participation of special needs students and their guardians in plan development are regarded necessary. The findings reveals that in developing such plans it is necessary to study into formats that are suited to the real conditions at the school and to promote further coordination among relevant organizations. Additionally, it is suggested that the cooperation between the school and the students and their guardians will possibly contribute to career development of the student.

http://hdl.handle.net/10295/00003287

2 0 0 0 OA 重度知的障害児の言語指導 ― 語の対象指示機能の形成 ―

著者: 大城英名 OSHIRO Eimei
出版者: 秋田大学教育文化学部
雑誌: 秋田大学教育文化学部研究紀要教育科学 = MEMOIRS OF FACULTY OF EDUCATION AND HUMAN STUDIES AKITA UNIVERSITY EDUCATIONAL SCIENCES (ISSN:13485288)
巻号頁・発行日: vol.72, pp.1-10, 2017-03-01

The purpose of this study was to examine the effects of language training in a formation of referential function of word as receptive language for severely child with intellectual disabilities. The subject who was 10 year-old boy with intellectual disabilities, was given six language training tasks for a year and half to form referential function of word. The tasks of this language training involved: 1) formation of identificative and discriminative action with objects, 2) formation of concrete action with objects, 3) formation of classificative action with objects, 4) comprehension of a relation between objects and their sounds, 5) formation of symbolic gesture with objects, 6) formation of referential function of words as receptive language. The language training were arranged to gradually trigger the transformation of concrete actions to inner speech. The main findings were as follows: (1) The subject learned identificative, discriminative and concrete actions with objects in the language training process. Multiple effects were observed between the formation of concrete actions with objects. The formation of these actions generated a formation of representational function with objects. (2) Comprehension of a relation between objects and their sounds, and formation of referential function of word as receptive language. These findings indicated the language training are effective in the formation of referential function of words as receptive language for severely child with intellectual disabilities.