| Project/Area Number |
17530705
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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 | Tsukuba University of Technology |
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Principal Investigator |
SATO Masayuki Tsukuba University of Technology, Research and Support Center on Higher Education for the Hearing and Visually Impaired, Professor (50222021)
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| Co-Investigator(Kenkyū-buntansha) |
ODA Yoshiaki The National Institute of Special Needs Education, Department of Educational Support Research, Chief Researcher (30158828)
KOBAYASHI Michiyo The National Institute of Special Needs Education, Department of Counseling and Consultation for Persons with Special Needs, Chief Researcher (00300715)
KUBOYAMA Shigeki The National Institute of Special Needs Education, Department of Educational Support Research, Senior Researcher (50260021)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,740,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥240,000)
Fiscal Year 2007: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2006: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2005: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Keywords | Hearing-impaired / Sibling / awareness of hearing-impaired / Working with sibling / Working with family |
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| Research Abstract |
The purpose of this study is to investigate the existing condition of educational intervention for siblings of a deaf child in schools for the deaf and a resource room for the hearing-impaired in ordinary schools. The investigation items included problems on the interaction between a deaf child and his/her sibling, intervention for his/her siblings and information on the intervention for his/her siblings their teachers require. Concerning problems associated with the interaction between a deaf child and his/her siblings in 14 cases, there are three main problems as follows: First, their parents ignore the other sibling because of their care for the deaf child. Second, the sibling takes care of the deaf child on behalf of their parents. Finally, the sibling cannot interact with the deaf child at the beginning. Concerning the intervention for his/her sibling, the teacher should arrange a visit to school for the deaf and a resource room for the hearing-impaired in ordinary school for the awareness of the hearing-impaired (deaf), provide counseling to his/her sibling for to listen to their opinion, and intervene to enable the interaction between a deaf child and his/her sibling.
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