| Project/Area Number |
19530867
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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 | Hyogo University of Teacher Education |
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Principal Investigator |
TORIGOE Takashi Hyogo University of Teacher Education, 大学院・学校教育研究科, 教授 (10183881)
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| Project Period (FY) |
2007 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 聴覚障害児童 / インクルージョン / 手話 / K-ABC / アセスメント / 学習支援 |
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| Research Abstract |
In this paper, we made an attempt to apply K-ABC test to Japanese deaf and hard-of-hearing children, developing its signed-version, and analyzing its results in comparison with hearing counterparts. The subjects are 151 deaf and hard-of-hearing pupils from deaf schools or from classes for hard-of-hearing in the local primary schools. The instruction was all translated into Japanese Sign Language. The results showed that the average scores of sequential processing scales was were lower than simultaneous processing scales. As for the subtests, the scores of number recall and word order were significantly lower than those from the normalized Japanese sample. It was also shown that there was no difference in relations to the pupils' hearing levels and their enrollment places. We performed the factor analysis and got 2 factors, one had the high loadings in the subtests of sequential processing scales and achievement scales, and the other had of the simultaneous processing scales, in contrast to the normalized sample's 3 factors structure.
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