Mejiro University Repository / 目白大学リポジトリ
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A questionnaire survey on cooperation between special education schools for children with intellectual disabilities and external specialists: What do teachers of special education schools for children with intellectual disabilities hope that external speech-language-hearing therapists provide?
Get PDFpdf《目的》知的障害特別支援学校と外部専門家である言語聴覚士の連携については、未だ十分な検討が行われていない。本研究では、知的障害特別支援学校教員が外部専門家の言語聴覚士に望む対応をアンケート調査にて明らかにすることを目的とした。
《方法と結果》教員74名のアンケート内容を分析した結果、「言語の理解と表出を促す具体的な指導」は、74名全員が言語聴覚士に望む対応として回答した。一方、「給食時間中の摂食指導」と「個別指導計画、個別の教育支援計画の作成に関する指導・助言」は、対応を望む回答が全体の60％未満であった。所属別（小学部，中・高等部）の差異は認められなかったが、年齢別に検討すると、40代以上の教員は継続的なケース会議の開催を望む回答が20・30代の教員よりも有意に多かった。
《結論》言語聴覚士は、知的障害特別支援学校に在籍する児童生徒の特性や教員の個々のニーズを十分理解した上で、有益な情報や専門的技術を提供する必要があると考えられた。Objective: The cooperation between special education schools for individuals with intellectual disabilities and speech-language-hearing therapists (ST) as external specialists has not been fully examined. We aimed to determine the actions that teachers of special education schools for intellectually disabled children desire from external ST through a questionnaire survey.
Methods & Results: The responses of 74 teachers were analyzed. All 74 respondents affirmed that they hoped to receive "specific guidance to promote language understanding and expression" from ST. On the other hand, less than 60% of the respondents desired "feeding guidance during school lunch hours" and "guidance/advice on creating individualized guidance plans and individualized educational support plans", respectively. There were no differences in the responses in terms of teacher’s affiliation; however, in terms of age, teachers aged ≥40 years had significantly more requests for continuous case conferences with ST than those in their 20s and 30s.
Conclusion: It is speculated that ST need to provide useful information and specialized skills after fully understanding the characteristics of students and individual needs of teachers at special education schools for children with intellectual disabilities.departmental bulletin pape
Propose “the wisdom of practice in education”
Get PDFpdfWhen we face up to the social situation which is unpredictable and changing dynamically, we cannot consider the direction of the education to bring up a leader of the future society if we persist only "in a frame of the education".
By breaking out of our shell, we can enhance the power to create the future. It is indispensable for us to defeat a fixed idea, think open-mindedly and flexibly, and have an attitude of learning from the wisdom of the human or the terrestrial life form which we' ve continued researching until now.
In this paper, I propose "the wisdom of practice in education", which ties the wisdom of various fields and the educational practice together as the practical philosophy on which we should put the keynote of the education in a new era.先行き不透明で、ダイナミックに変化していく社会の状況を直視するとき、未来社会の担い手を育成する教育の方向は、「教育の枠」のみに固執していては検討できない。
殻を破ることが未来を創る力を高めるのであり、固定観念を打破し、広い視野や柔軟な思考で、現代までに探究され続けてきた人類・地球生命体の叡智に学ぶ姿勢が不可欠である。
本論では、新たな時代の教育の基調の置くべき実践哲学として、多様な分野の叡智と教育実践を結び付ける「教育における実践の智」を提唱する。departmental bulletin pape
The willingness of Liberal Arts university students to participate in community relations activities through food and their subjective understanding of basic food knowledge and awareness of hygiene management
Get PDFpdfThis study was conducted by an anonymous questionnaire survey of Liberal Arts university students in Tokyo examining the relationship between their willingness to volunteer, awareness of food provision, and subjective understanding of such volunteer activities. Results revealed no difference in the subjective understanding of hygiene management between those who were and were not motivated to volunteer. However, the number of students who believed that having knowledge of hygiene management was important was significantly higher. Overall, many of the respondents wanted to actively participate in both soup kitchen and local exchange activities, particularly in the event of a disaster.
The implication of the findings is that volunteer activities could be conducted more hygienically and safely by providing more information on appropriate hygiene management and food awareness.departmental bulletin pape
Student Community Collaboration Activities and Future Challenges : Connecting Multiple Generations in the Local Community Through Food with the “Engawa Community Kitchen”
Get PDFpdf2019年度に目白⼤学の学⽣が、新宿区⼾⼭地区の地域住⺠の方と共に⾷を通じた地域連携活動を実施した。⾷を通じて地域の様々な世代の方と交流する「えんがわ家族」の⾷堂事業に参画するなかで、学⽣の社会的課題への認識や、地域コミュニティ活性化の重要性ついての意識の向上が⾒られた。本稿ではその実践した取り組みについて報告する。departmental bulletin pape
A Report of the Child Abuse Prevention and Awareness Campaign Conducted by the University Students: Did that Practice Effective in Developing Fundamental Competencies for Working Persons of University Students?
Get PDFpdf児童虐待が社会問題となっている今日において、学生による児童虐待防止啓発運動の重要性が指摘される。学生による児童虐待防止啓発運動の実践研究の方向性について、社会的介入プログラムに位置づけること、高等教育における学生の成長の機会に位置づけることの2つが考えられる。しかしながら、実践研究として組織的に研究されている報告は少ない。本報告では、学生による児童虐待防止啓発運動が学生の成長の機会となり得るのかについて、モデル的な実践として評価された事例に基づいて報告した。結果、学生の社会人基礎力を育成できる可能性があると考えられた。学生の社会人基礎力が発揮できるように、組織的に活動し、その中で新しい課題を提示することや、その課題の解決に必要なスキルを教えるなど指導教員の役割が重要であると考察された。departmental bulletin pape
Implementation status of test of visual perceptual skills 4^th edition in special education services for preschoolers
Get PDFpdf《目的》本研究の目的は小児を専門とする作業療法士に対して，TVPS-4^th editionの実施状況を確認することを目的に調査した．
《方法》療育業務に携わる作業療法士を対象とし，TVPS-4 の実施状況を同意の得られた4 名の作業療法士に対して質問紙調査を実施した．
《結果》調査結果から，視知覚にトラブルを抱えているという児童が一定数いることが確認できた．また，TVPS-4の実施により，作業療法士にも意識の変化がみられており，机上活動が困難な児童が単なる不器用ではなく，視知覚にトラブルを抱えていると認識するようになった．
《結論》本研究により，TVPS-4 を使用することで作業療法士自身が，視覚認知障害の疑いのある子どもを見つける指標を習得することは示唆された．一方で，TVPS-4 が日本において標準化がされていないことや日本語版のマニュアルが未整備であるため，課題に対する指示の統一がなされていないことが今後の課題となった．Purpose: This study aimed to investigate and consider the use of TVPS 4th Edition in special education services for preschoolers.
Method: A questionnaire survey was conducted on four occupational therapists working in special education services for preschoolers.
Results: As a result of the survey, it was confirmed that a certain number of children have visual problems. In addition, the introduction of TVPS-4 has changed the consciousness of the occupational therapists and made them realize that children who have difficulty in desk activities are not just clumsy but also have visual problems.
Conclusion: This study suggests that the use of TVPS-4 could provide occupational therapists with indicators for finding children with suspected visual cognitive impairment. On the other hand, TVPS-4 is not standardized in Japan and a Japanese edition of the manual has not been created. Therefore, instructions should be unified to avoid future issues.departmental bulletin pape
Characteristic analysis of nonverbal behavior in conversational situations of students majoring in speech-language-hearing therapy
Get PDFpdf《目的》本学科では、学生の会話能力の基礎資料を得る目的で会話能力評定尺度を作成し会話を分析している。言語面の分析はすでに報告している。本報告は対話において、言語面より、より多くの情報を伝え医療者として必要な要素である頷き、視線などの非言語行動の特性を分析したものである。
《方法》対象学生は健常高齢者等との5分間の会話で教員による評価得点が高かった5名（高得点群）と低かった5名（低得点群）である。3名の教員が会話場面の映像を視聴し行動回数を調べた。分析行動は頷き、視線、表情、上体の動きなど9項目である。
《結果と考察》低得点群は文脈に対応しない頷きと不適切な表情変化が、高得点群は文脈に対応した上体の動きが有意に多かった。頷きや表情は共感性を示す行動として、対人関係場面では重要な要素であるが、文脈や機会に合っていることが必要であることが分かった。また、文脈に合う上体の動きが視覚的に好印象を与える要素であることが示された。Purpose: Our department analyzes conversations among students for the purpose of gaining data on their basic conversational competence. We have reported an analysis of spoken language in another article. In this study, we have analyzed the characteristics of nonverbal behavior, such as nodding and gaze, which are necessary elements in the medical profession to convey more information than mere spoken language in dialogue.
Method: The subjects were ten students (high-scoring group=5 and low-scoring group=5) who had high evaluation scores by teachers in a five-minute conversation with healthy elderly people. Three teachers watched the videos of the conversation scenes and checked the number of nonverbal behaviors. Analytical nonverbal behaviors included nine items such as nodding, gaze, facial expression, and upper body movement.
Results and discussion: The low-scoring group showed significantly more nods and inappropriate facial expression changes that did not correspond to the content of the story, while the high-scoring group had significantly more upper body movements that matched the context. Although nodding and facial expressions are important elements in interpersonal relationships and are regarded as behaviors that show empathy, it was deduced that it is also important for students to match the context and opportunity. In addition, movement of the upper body appropriate in contexts work as a positive factor that makes a visually good impression on the speaker.departmental bulletin pape
The X-ga/mo X nara Y-mo Y da Construction：Its Licensing Condition and the Alternation of Ga and Mo
Get PDFpdfdepartmental bulletin pape