Trends in Braille textbooks published for blind children; and the editorial system in the future
| Project/Area Number |
16530633
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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 |
Special needs education
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| Research Institution | Hiroshima University |
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Principal Investigator |
MUTAGUCHI Tatsumi Hiroshima University, Graduate School of Education, Associate Professor, 大学院教育学研究科, 助教授 (40282371)
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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 |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2006: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | Education for the visually disabled / Braille textbooks / Blind children / Textbooks written by the Ministry of Education, Culture, Sports, Science and Technology / Braille transcription volunteers |
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| Research Abstract |
The aim of this study was to consider the trends in publication of braille textbooks for blind schoolchildren and the kind of future editorial system that is desired. The braille textbooks that have been written and published by the Ministry of Education, Culture, Sports; Science and. Technology; and the' method of editing braille textbooks used by blind children in regular school classes were investigated, and the following results were obtained.
(1) The braille textbooks for elementary school Japanese language and mathematics written and published by the Ministry of Education, Culture, Sports, Science and Technology from 1974 to 2005, and editorial data encapsulating the editorial policy and content of those books, was investigated. The results showed that while the broad principle was for no major revisions in the authorized textbooks or their content, various considerations were made based on the characteristics of blind children in each period.
(2) The content of existing braille Ja
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panese language textbooks edited especially for blind children and used from the 1920s through the 1960s was closely investigated. This revealed that the basic task undertaken by early leaders in education for the blind was to see how well they could help blind children form proper concepts without the use of vision.
(3) The editorial content of braille mathematics textbooks prepared by braille transcription volunteers and used by blind children that studied in regular schools was investigated, and it was found that for figures in particular the braille transcription was in most cases a direct tactile representation of the sketch drawings in authorized textbooks used by sighted children, and that there was a lack of consideration based on the characteristics of blind children. This suggests the need for a common understanding with regard to editorial methods.
Special needs education made a new start in April of this year, and it is predicted that there will be an increase in the number of blind children studying in regular school classes. Therefore, editing from the perspective of use by blind children is desired in the editing of braille textbooks prepared by the Ministry of Education, Culture, Sports, Science and Technology. More time will be required to establish an editing system for braille textbooks for blind children studying in regular schools, but this is unlikely to be effective unless the practices of schools for the blind and the results of these practices are put to use. As one who has served for many years as a teacher in a school for the blind, I would like to continue this research in the future. Less
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Report
(4 results)
Research Products
(23 results)
