| Project/Area Number |
15530441
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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 |
Educational psychology
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| Research Institution | The National Institute of Special Education |
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Principal Investigator |
TOKUNAGA Yutaka The National Institute of Special Education, Dep.Policy and Planning, Chief Researcher, 企画部, 総括主任研究官 (30217492)
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| Co-Investigator(Kenkyū-buntansha) |
HOSIKAWA Takashi Kumamoto University, Faculty of Education, Assistant Professor, 教育学部, 助教授 (90221564)
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| Project Period (FY) |
2003 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2003: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | profound and multiple disability / joint attention / developmental support / evaluation / attainment evaluation / 対人的相互交渉 / コミュニケーション / 学習評価 / コミュニケーョン |
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| Research Abstract |
The purpose of this study was to examine the development assessment and the program for developmental support for child with profound and multiple disabilities. List of attainment evaluation items below 6 years old were examined according to Joint Attention Behaviors. Attainment Assessment Check Lists (AACL) was designed based on Joint Attention Behaviors and some developmental tests. This AACL was included Japanese Language (Speaking and listening, Reading, Writing), Arithmetic (Number, Measures, Shape and Space), Life Skill, Movements. 9 cases of children with profound and multiple disabilities were evaluated by AACL. In these cases the attainment Score, profile and target setting for each case was discussed. Two case studies of children with profound and multiple disabilities were described to examined the target setting in addition to the relation between AACL and Joint Attention Behaviors. These results were discussed in term of learning for children with profound and multiple disabilities, high expectation of learning in school and educational plan based on data.
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