| Project/Area Number |
14510150
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
教育・社会系心理学
|
|---|
| Research Institution | Fukuoka University of Education |
|---|
Principal Investigator |
KOIZUMI Reizo Fukuoka University of Education, Faculty of Education, Professor, 教育学部, 教授 (90195644)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
NAKAYAMA Takeshi Fukuoka University of Education, Faculty of Education, Associate Professor, 教育学部, 助教授 (40301329)
|
|---|
| Project Period (FY) |
2002 – 2004
|
| Project Status |
Completed (Fiscal Year 2004)
|
| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2004: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2003: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2002: ¥1,400,000 (Direct Cost: ¥1,400,000)
|
|---|
| Keywords | transition to the elementary school / mild developmental disabilities / helping adaptation / environmental transition / adaptation to the school / supporting system / learning disability / attention deficit / hyperactivity disorder |
|---|
| Research Abstract |
The aim of this project was to examine effective and necessary partnership systems among the school, welfare organizations, and the parents to support all first graders to adapt to the elementary school. The target population includes handicapped children and those with mild developmental disabilities (e.g., learning disability, attention deficit/hyperactive disorders, and pervasive developmental disorders.)
Five studies were conducted and the main results were as follows.
1.Documented information on first-graders with suspected mild developmental disabilities should be shared among the persons concerned. A system established in the U.S. public schools will suggest a proper model for Japanese schools.
2.The school needs to support parents of the children with suspected mild developmental disabilities. Rehabilitation workers and nurses sometimes have kept supportive relationships with the parents before the transition to the elementary school. They may be supporters to the parents and can be anchor points, which facilitate transaction between the parents and the new environment.
3.The school has been required to develop a special education system for the children with mild developmental disabilities. The present efforts such as a school committee of special education, however, were revealed to be unsatisfactory in the term of "early detection, early treatment."
4.A case study was reported on the development and use of an individual report system for children who seem to have more needs in education. This tool was applied to share the information on first graders among the school, kindergartens, and nursery schools.
5.Another case study was conducted in the partnership between an elementary school and an adjacent kindergarten in the process of launching an area-wide special support education system. One of the main efforts was observed in the arrangement of teachers for the first graders.
|
