| Project/Area Number |
16330186
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Keio University (2006)
The University of Tokyo (2004-2005) |
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Principal Investigator |
NAKANO Yasushi Keio University, Faculty of Economics, Professor, 経済学部, 教授 (60207850)
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| Co-Investigator(Kenkyū-buntansha) |
KARITA Tomonori Ehime University, Faculty of Education, Senior Assistant Professor, 教育学部, 講師 (40363189)
福島 智 東京大学, 先端科学技術研究センター, 助教授 (50285079)
布川 清彦 東京大学, 先端科学技術研究センター, 科学技術振興特任教員(特任助手) (90376658)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥8,500,000 (Direct Cost: ¥8,500,000)
Fiscal Year 2006: ¥2,300,000 (Direct Cost: ¥2,300,000)
Fiscal Year 2005: ¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 2004: ¥4,000,000 (Direct Cost: ¥4,000,000)
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| Keywords | sensory impairment / visual disability / hearing disability / multiple disability / self-determination / assistive technology / AAC / assessment |
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| Research Abstract |
This research concerned about the AAC(Augmentative and Alternative Communication) technology and/or AT(Assistive Technology) for the multiple disabled children with sensory impairments. We had following 3 aims to investigate.
1)To develop new assessment methods of visual and/or auditory abilities for the multiple disabled children.
2)To plan attractive teaching methods of understanding environmental supports for the multiple disabled children with sensory impairments.
3)To specify strategies of effective environmental supports.
We gathered cases and statistics of the multiple disabled children with sensory impairments, digested theories and techniques of self-determination for disabled children, collected assistive technology aids, developed new sensory assessment methods, and experimentally tested these methods.
From the analysis of the statistics and the case works, we found followings.
a)There were 19.9% multiple disabled children in the schools for the visual disabilities. Most of the multiple disabled children with sensory impairments were with intellectual disabilities(70.5%). There were 33.3% multiple disabled children in the special schools(schools for the visual disabilities, hearing disabilities, intellectual disabilities, physical disabilities, and health impairments).
b)Many teachers thought that ordinary AAC techniques could not adopt for these multiple disabled children with sensory impairments.
From the experiments, we developed below.
c)Assessment system for the multiple disabled children with low vision using eye movement.
d)Evaluation system for legibility as a universal design tool.
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