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A study on the objective evaluation of difficulty in mental rotation cognition of three-dimensional figures: Using event-related potentials
No full textThe use of ICF for individual educational support plans that seamlessly support children's developments:ICF categoriesfor sharing children's information before and after school entry
No full text就学前から就学後では，それぞれを所掌する行政区分が異なることが多く，子どもへの支援に必要な情報が円滑に引き継がれることの難しさが指摘されてきた．WHOにおいて，本人や家族，関係者間の共通言語として開発されたICFは，本邦ではこれまで概念図の活用が多く行われてきたが，分類項目の活用も見られつつある．本研究は，就学前から就学後の移行期の焦点を当て，子どもの育ちを切れ目なく支えるため，個別の教育支援計画への実装に適切なICFの分類項目を抽出することを目的とした．本研究では，まず第一研究として，ICFの分類項目と保育所保育指針の「健康」と知的障害特別支援学校の「生活科」第1段階の内容とのマッピング作業を通して，就学前後の接続期の情報共有に有効と思われるICFの分類項目の抽出を行った．次に，第二研究として，第一研究で抽出された項目をもとに，保育士及び特別支援学校小学部教員を対象とした調査を通して，個別の教育支援計画における実態把握の観点として適切な項目の検討を行った．第一研究においては，「活動と参加」第２レベルの32項目を抽出することができた．これらは，「第1章 学習と知識の応用」と「第5章 セルフケア」に属する分類項目が多かった．第2研究では，17項目が再抽出され，うち，5項目については標記の修正の必要性が見出された．今後，表記の修正を加えたこれらの17項目について，実際の学校等の個別の教育支援計画に実装・試用を行う必要があると考えられる．It was often reported that it was difficult to transfer information necessary for supporting children smoothly before and after school entry because of different administrative divisions． The ICF endorsed by WHO to be common language for children, their families, and other stakeholders, has been widely used in Japan as a conceptual framework, but the use of ICF categories were also becoming increasingly common. This study aimed to identify ICF categories for appropriate for implementation in individual educational support plans to support children seamlessly, focusing on the transition period from preschool to postschool. In the first study, we mapped the ICF classification items with the "Health" section of the nursery schools guidelines for and the first stage of "Life Studies" in schools for special needs children with intellectual disabilities. We then identified ICF categories that were deemed effective for sharing information during the transition period between before and after school entry. In the second study, we conducted a survey of nursery school teachers and elementary school teachers at special schools based on the items identified in the first study to examine appropriate items for understanding actual conditions in. In the first study, we identified 32 items for the second level of "Activity and Participation." Many of these were classified under "Chapter 1: Learning and applying knowledge" and "Chapter 5: Self-care." In the second study, 17 items were re-extracted, and it was found that the notation of five of these items needed to be revised. Going forward, it is thought that these 17 items with revised notation will need to be implemented and trialed in individual educational support plans at actual schools, etc. It is thought that they will need to be implemented and verified within the plans
Musical Conceptions Reflected in Finnish Music Education：An Analysis Based on T. Turino’s Concepts of ‘Participatory’ and ‘Presentational’ Music
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Aggregate results of accidents during physics experiments in elementary and junior high schools, based on a questionnaire to incumbent teacher
Get PDF現職教員を対象として、CST（コア・サイエンス・ティーチャー）養成事業の科目の講義中に、学校で起きた事故についてアンケートを行った。本紀要では、そのアンケート結果の中で、物理実験中に起きた事故について集計を行った。今回は過去５年分のアンケート結果をまとめて報告する。結果として、電気回路が原因になる発熱による事故が多かった。また、てこやふりこの実験において物体が衝突するなどの事故の報告もあった
