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| 1.
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里井, 洋一 ; Satoi, Yoichi
概要:
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| 2.
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河名, 俊男 ; 管, 浩伸 ; 杉原, 薫 ; Kawana, Toshio ; Kan, Hironobu ; Sugihara, Kaoru
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| 3.
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松原, 敏夫 ; Matsubara, Toshio
概要:
THE OKINAWA BOARD OF EDUCATION PRESENTS LIETUVOS NACIONALINIS SIMFONINIS ORKESTRAS
1999年11月29日沖縄市民会館大ホールにて開催された、第2 … 7回沖縄市民コンサート『リトアニア国立交響楽団』のパンフレットの一部。 論文 続きを見る |
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| 4.
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辻, 雄二 ; Tsuji, Yuji
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| 5.
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神園, 幸郎 ; Kamizono, Sachiro
概要:
The purpose of this study is to investigate the influences of mother's consciousness on the relationship of mother and c
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hild with autism. By the changes of mother's consciousness, the relationship of mother and child with autism was divided into 3 stages as follows : (Stage 1) Mother inculcates a name of subject to her child. Because the mother-forces her child to follow her indication, her child resists the mother and mother-infant relationship turns stopped out. (Stage 2) By obtaining good results, the mother is full of confidence with regard to her inculcation. (Stage 3) The mother becomes to know the limits of inculcation. Consequently, she accepts her child as a whole. Mother-infant relationship increasingly spreads out.
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| 6.
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平田, 永哲 ; Hirata, Eitetsu
概要:
The paper emphasizes and discusses on importance, necessity, and proper under-standings on LD students in regular classe
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s. Most LD students are in regular classes and are taught by wholesale teaching methods, and the appropriate educational services are not carried out for them. Individulaized teaching must be applied to approve their disadilities in academic skills. The paper, also, mentions a case study of a LD suspected child applied individulized teaching in writing Japanese KANJI.
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| 7.
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中村, 哲雄 ; Nakamura, Tetsuo
概要:
This is an explanatory paper onThe New Social Story Bookwhich is developed first by Carol Gray in U.S.A. The aim of this
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book is to respond to the questions : Can we teach theory of mind and theory of people? Or how can we teach utistic children ? This book is a teaching manual to help individuals with autism read and understand social situations. The social story is a story written according to specific guidelines to describe a situation in terms of relevent cues and common responses. This material has four basic types of sentences : directive, perspective, descriptive, and control. Implementation of these sentences are very important when to compile the social stories. I explain the book and how to use it in detail .
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| 8.
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財部, 盛久 ; Takarabe, Morihisa
概要:
子どもとのコミュニケーションがとりにくいという母親を共同指導者として、話しことばのない広汎性発達障害児に共同行為ルーティンの文脈を用いてコミュニケーション指導を行った。対象児は身振りで訴えるが一方的な伝え方で、意思が伝わらないと飛び出し行動
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が見られた。また母親も話しことばで訴えることを求めたり、対象児の意図に気づかないことが多かった。母親を指導に参加させることで子どもと適切に応答できるようになり、対象児も状況に応じた応答が可能になった。同時に、母親が日常生活における親子のやりとりを記録することを通して、対象児の行動の意味の理解と自分自身の応答行動の客観視が可能となり、子どもに対する働きかけ方を自己修正することができた。対象児と母親の変化が相互に影響し合い、母親の対象児に対する認識がポジティブに変化して両者の関係性が変わった。これにより母親と対象児のコミュニケーションが深まり、対象児の飛び出し行動も消失した。
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| 9.
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平良, 勉 ; 音野, 敬子 ; Taira, Tsutomu ; Otono, Keiko
概要:
The purpose of the present study is to evaluate aerobic power of wheelchair depend marathon runners with paraplegia and
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to estimate intensity of marathon running. The subjects participated in this study were twelve male and a female with paraplegia (aged 28-42yr). A fixed wheelchair was employed as a testing ergometer for maximal oxygen uptake determination. Expired air was collected and analyzed to calculate concentration of O2 and Co2 using OXYCON4 electronic gas analyzer. Intensity of marathon running was calculated by HR-Vo2 method. The findings are as follows : 1) Maximum oxygen uptake values in this study varied from 20.2ml/kg・min to 40.0ml/kg・min with a mean value of 32.5ml/kg・min±4 .5ml/kg・min. Those Vo2max values exceeded those of inactive wheelchair depend peoples. 2) Mean value of heart rates during marathon running were 168 beats in min. The exercise intensity was 60-90% of heart rate max. which was appropriate value in order to improve aerobic power according to recommendation by Association of American College of Sports Medicine.
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| 10.
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小田切, 忠人 ; Kotagiri, Tadato
概要:
This study attempts to demonstrate that a child with learning disability (LD) can successfully acquire the algorithms fo
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r addition and subtraction by means of progressing through a sequence of steps or learning stages which are represented here by the labels 'Real World, ' 'World of Models, ' 'World of Schemas, ' and 'World of Mathematics.' The sequence of the learning stages is the idea of teaching/learning adopted by many Japanese teachers for non-LD children. Specific features of LD are here identified and clarified through observation of the learning difficulties which are exposed within remedial teaching processes. The subject under study here was a fourth-grade pupil who was unable to perform adequately even elementary-level, first-grade calculations. The child's subtype of LD was classified as 'global'. The approach taken to remedial teaching was based on the Suido-Method. The results of this study indicate that a child that exhibits LD can nonetheless succeed in being able to manipulate mathematical ideas and to build the algorithms of addition and subtraction. Moreover, this particular child even managed to discover a new algorithm for subtraction. Five types of difficulties were observed which show potential for the diagnosis of LD : Persistence of Procedural Approach, Problems of Synthesizing, Problems of Attention, Low-Maturity of Meta-Cognition, and Slow Learning. Indications are strong that instruction and learning which incorporates meaningful approaches, such as in the Suido-Method, is more effective than so-called drill-and-practice learning such as is evident in the rote-learning method.
紀要論文 続きを見る |
