| Project/Area Number |
06610275
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | The National Institute of Special Education |
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Principal Investigator |
TSUCHIYA Yoshimi The National Institute of Special Education Department of Education for the Multiply Handicapped Head, Division of Education for the Deaf-Blindness, 重複障害教育研究部・第一研究室, 室長 (00142000)
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| Co-Investigator(Kenkyū-buntansha) |
MATSUKI Kenichi Fukui University Department of Education Associate Professor, 教育学部, 助教授 (10157282)
SUGAI Hiroyuki The National Institute of Special Education Department of Education for the Mult, 重複障害教育研究部, 研究員 (90290890)
松田 直 国立特殊教育総合研究所, 重複障害教育研究部, 研究室長 (60099942)
高杉 弘之 国立特殊教育総合研究所, 重複障害教育研究部, 研究室長 (20000292)
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| Project Period (FY) |
1994 – 1996
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| Project Status |
Completed (Fiscal Year 1996)
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| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1996: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1995: ¥200,000 (Direct Cost: ¥200,000)
Fiscal Year 1994: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | Deaf-blindness / Dual Sensory Disability / Exploratory Behavior / Locomotion / Communication |
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| Research Abstract |
This project is an three years educational action research to investigate the relevancy between development of communicative behavior and development of exploratory behavior of children with deaf-blindness. The subjects were six profound congenital deaf-blind children with both of physical Impairments and mental retardation.
This project was carried out based on six case studies (six educational intervention). Case1, a girl of 15 years could not walk but roll over. She refused to touch and mainipulate objects ; toys and/or living necessaries, but only take them in her mouth. Her communication was based on few touch cues. Case2, a boy of 11 years could walk around. He could take and/or eat with his fingers, but shows strong refusal to interact person except his mother. Case3, a boy of 10 years could roll over on the floor and walk along the handrail, but shows little interest in manipulating and/or playing with toys. He could use touch cues and/or object cues in daily communication. Case4, a girl of 8 years could walk and approach objects. She usually put objects with her hand before her eyes. She could use some gestual sings to communicate with her family. Case5, a boy of 5 years could walk along the handrail a little. He just showed stereotyped manipulation of object and/or holding them in his mouth. He could use few touch cues to communicate with his family.Case5 was under the developmental process of beginning of unassisted walk, communication by using gestual sings and play with some toys by manipulation.
The date collected from Case1,2,3,4 shows that both of the development of communicative behavior (i.e. level of their communication system) and the development of exploratory behavior (i.e. frequency of touching and/or manipulating objects) depend on each other clearly. However, the process of dynamic mutual interaction between both development was not clarified because Case5 continued to stay in the the initial stage of unassisted walk through this research.
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