日本の聴覚障害児へのドメイン別言語指導の有用性に関する多施設共同研究

The Bulletin of the Center For Special Needs Education Research and Practice Graduate School of Education Hiroshima University, 2008

The Bulletin of the Center For Special Needs Education Research and Practice Graduate School of Education Hiroshima University, 2010

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development, 2012

The purposes of the present study were the following: 1) to determine the efficacy of our therapy method by comparing the participant's pre-and post-scores of the Japanese Articulation Test (Revised), 2) to compare his overall speech intelligibility via his conversational speech between pre-and post-therapy periods to investigate whether our therapy generalize his accurate pronunciation in a word level to his conversational level, and 3) which kind of the prompt was the most effective to enhance the participants' speech intelligibility. A seventh grade student with Down syndrome was participated in this study. We used the picture flash cards as our teaching material, and conducted instructions to enhance his accurate productions of /s/ and/dz/ phonemes using three kinds of prompts: 1) showing finger signs, 2) Japanese characters (Hiragana) as visual stimuli, and 3) presenting correct sounds as auditory stimuli to remind the participant to speak clearly. These prompts were presented only when he did not pronounce the target phonemes correctly. The results showed that 1) the participant' s intelligibility of the target phonemes in a word level was improved, 2) the most effective type of the prompt was showing finger signs, followed by presenting correct sounds, and showing Japanese characters, 3) the scores of the Japanese Articulation Test (Revised) and the Test of Phonological Processes did not change significantly in terms of their pre-and post-scores; however, after the therapy period (B), his error patterns became more constant and started to produce sounds which were close to accurate, and 4) as the participant' s speech intelligibility was improved in a word level, his speech intelligibility in a conversational level was also improved. The implications of these results are discussed.

2016

From the viewpoint of equal accessibility, the hearing impaired should beable to access the same information as others. However, it is hard for thehearing impaired to acquire acoustic information including verbal informa-tion. For example, in the case of small meetings or lectures at university,hearing impaired students may lose information if no special eorts aremade to help them. Therefore, methods for obtaining information, such asnotetaking, computer assisted notetaking (CAN), real-time captioning orinterpreting sign language are needed. However, to generate appropriateassistive information at the postsecondary stage of education, the genera-tor (stenographer or interpreter) should have a good understanding of therelevant higher education subject. The number of generators who havesuch ability for the wide range of topics of learning at university is limited.Recently, the number of hearing impaired students who go on to universityor college has been increasing, so the shortage of...

2014

The present paper aims to investigate literacy retention in six bilingual children (three sibling pairs) who lived with their family in a foreign country and have returned to Japan. While these children have developed second language skills, it is known that such proficiencies have been shown to deteriorate rapidly after coming back to Japan. A number of factors affect the maintenance of a returnee child's second language, including individual factors such as age on arrival in the host country, or the length of residence, which is often discussed in previous studies. However, the issue of social factors has been left unexamined. This study provides insight that for young returnee children, literacy activities (especially for pleasure) in the home domain, maintenance of social networks where their second language is used, and parental attitude to support their children's language retention can be a valuable resource to develop the second language in terms of constructing good stories.

2006

2009

Problems in adolescents and young adults with high-functioning pervasive developmental disorders (PDD) would be a topic in recent years not only in child psychiatry, but also in adult psychiatry. In campus mental health, it was also pointed out that the students with high-functioning PDD who have no diagnosis in childhood would be a clinical case because of maladjustments or psychiatric symptoms. But in clinical practice, we have much difficulty to make a diagnosis of PDD, because we can hardly find out the typical triad of PDD on account of secondary psychiatric symptoms. That's why we made a trial to use Autism-Spectrum Quotient Japanese Version: AQ-J as a screening method for diagnosis and support for the students with PDD.

2010