Prefectural University of Hiroshima Academic Information Repository
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Effects and issues of preclinical educational programs on students’ confi dence during off-campus clinical practice ― A questionnaire-based study ―
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A Tentative Study on the Effect of University Education Reforms Through the Promotion of Active Learning : Focusing on the Acceleration Program for University Education Rebuilding at PUH
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Refl ections of a part-time speech-language and hearing therapist: A clinical report
Get PDFapplication/pdfコミュニケーション障害のある子どもに関わる言語聴覚士として，過ごした日々を振り返った。知的障害，脳 性麻痺，聴覚障害などを併せ持つ重複障害，脳外傷や脳炎などによる後天性言語障害や高次脳機能障害，自閉ス ペクトラム症などの発達障害・・・個性豊かな子どもたちと家族に出会い，多くのことを学んだ。時々そばにい て見守ることしかできなかったが，表現したいことがあること，表現する手段をもつこと，それを受け取りたい 受信者がいることが肝要である。子どもたちが身近な人に理解されること，家庭や地域で安心して生活を楽しむ こと，自己肯定感をもち，その人らしく充実した生き方ができることを望むものである。Looking back on my career as a speech-language and hearing therapist for children with communication disorders, I learned a lot from meeting these children with various disabilities and their families. These disabilities included multiple- handicaps with intellectual disabilities, cerebral palsy, hearing impairment, acquired higher brain dysfunction due to brain trauma and encephalitis, and developmental disorders such as autism spectrum disorder. Sometimes I could only be by their side and watch, but it was important that there were things they wanted to express, that they had the means to express them, and that they had someone who wanted to receive them. I hope that these children will be understood by people close to them, that they can enjoy life at home and in the community with peace of mind, have a sense of self-affi rmation, and have a fulfi lling way of life as a person.回顧録othe
Relationship Between the Developmental Status of Children at the Age of 5 and Adaptability After Elementary School Enrollment
Get PDFapplication/pdf5歳時の発達を記録した年中児を小学校1年生まで追跡し，幼児期後半の発達の状態と就学後の学校適応との関係を調査した。年中時で発達に課題を有した児の小学校1年生の学校適応状態を検証した。その結果，年中時に質問応答に課題があった場合には，就学後の学習面で配慮を要することが分かった。また，年中時に行動面と 発達面もしくは質問応答に課題があった場合には，就学後も行動面への配慮を要した。一方，年中時に行動面のみ課題があった場合には，就学後は問題を呈することはなかった。また，年中時に発達に大きな課題を有していない児でもルール理解の悪さ等の特徴がみられた場合には，就学後に学習面で配慮を要する子どももいた。さらに，年中時と小学校1年時の行動面を比較した結果，年中から小学校1年の間では5分の1の子が問題を呈する行動項目や，小学校1年で問題行動が増加する項目もあり，行動項目別に就学前後で配慮した関わりの必要性が示唆された。To clarify the relationship between the developmental status during the second period of infancy and adaptability after elementary school enrollment, the development of children at 5 years of age was recorded, and they were followed up until the first year at elementary school. Among these children, the adaptability of those who had developmental challenges during the second year of nursery school was examined during the first year of elementary school. Children who had diffi culty in correctly answering questions during the second year of nursery school required learning considerations after elementary school enrollment. Children who had both behavioral and developmental challenges or diffi culty in correctly answering questions during the second year at nursery school also required behavioral considerations after elementary school enrollment, whereas those who only had behavioral challenges during the second year at nursery school did not have any problems thereafter. Furthermore, among children without any major developmental challenges during the second year of nursery school, some who had exhibited specifi c characteristics, such as diffi culty in understanding rules, required learning considerations after elementary school enrollment. On comparison of behaviors during the second year of nursery school and during the fi rst year of elementary school, one-fi fth of all children had problems in some behavioral domains within this period or problematic behaviors were increasingly observed during the fi rst year of elementary school in some domains, suggesting the necessity of comparing behaviors in each category before and after elementary school enrollment.報告departmental bulletin pape
Future development of Dementia Supporters Program and community activities ― For the formation of a community that embraces people with dementia ―
Get PDFapplication/pdf本研究は，認知症サポーター養成講座の受講から認知症の人を支援する地域活動の参加につなげるプログラム により，この講座の発展的な展開の要素を把握することが目的である。認知症の人の理解の推進のために行われている認知症サポーター養成講座は，講座の受講により認知症の症状や接し方の理解が進む一方で，具体的に認知症の人に接する継続プログラムの必要性が指摘されている。京都府綾部市社会福祉協議会が実施するこの講座 の継続プログラムの受講者を対象に調査したところ，対象者である受講者は内閣府が実施した国民一般を対象とした結果に比べて認知症をより深く理解し地域の認知症の人に対する活動を活発に行う一方で，自分自身が認知症になった時の不安が払拭できているわけではなかった。今後は，サポーターが受講後に地域活動に積極的に参加し，自ら認知症の人が住みやすい地域づくりに関わる機会を増やすことが必要である。The purpose of this study is to grasp the elements of development of Dementia Supporter Program by implementing a program that connects the participants of the Dementia Supporter Program to community activities that support people with dementia. The Dementia Supporters Program, which promotes understanding of people with dementia, improved people understanding about dementia symptoms and how to care for people with dementia. But the survey also showed the necessity of follow-up programs that create actual connections to people with dementia to gain further understanding. Ayabe City Council of Social Welfare implements programs to evaluate participants in the Dementia Supporters Program. An analysis of participants in this follow-up program was compiled as a result of comparison with the survey results from the public: 1. They have become more active in the local supporting activities after participation in the program. 2. They have come to feel strong anxiety about suffering dementia themselves. Moving forward, creating more opportunities for dementia supporters to build up a dementia friendly living environment is required.報告departmental bulletin pape
Studies on versatile methods to control the development of shoot and root apical meristems of bamboo and some model grass species through plant cell tissue and organ culture techniques
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Location of Stadiums in Hiroshima City and its Changes
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