| Project/Area Number |
20530891
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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 | Ehime University |
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Principal Investigator |
TAKAHASHI Nobuo Ehime University, 教育学部, 教授 (70132719)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2010: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2009: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2008: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
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| Keywords | 人工内耳 / 聴覚障害 / 手話 / 特別支援教育 / 聴覚リハビリテーション / 聴覚障害幼児 / 教育支援プログラム / リハビリテーション / 指導プログラム / 手指利用 |
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| Research Abstract |
For cochlear implanted children using sign language, the establishment of the communication is significantly related to auditory ability for listening in early childhood. Even if the usage of manual communications was predominant, it was observed that the auditory development of cochlear implanted infants was enlarged through mutual communicative activities based on enjoyment as years after implantation. (1)If early mother-infant communication was established in either speech or manual mode, then a) expressive vocabulary was increasing according to enlargement of receptive sound in young infants who was conscious of phoneme by the finger spelling. But, their semantic concepts were not fully spread. In infant who used prosodic information mainly through residual hearing, speech communication was more activated and articulation was clearer. Some infants had their age language ability in three years later. (2)In contrast, when infants could not be fully established in early mother-infant communication even if manual communication was used, the development of spoken language was not inspired. They could communicate through speech by long-term intervention, but they had some problems in Japanese language usage. Therefore, it is very important for language learning program that recognize the form of Japanese language by using the letter.
Thus, in manual setting, it is needed to conduct educational programs that intend to motivate the auditory learning by all intervention institutions including the school for the deaf. In future, we need to consider for the implementation of educational programs centered on cooperation between the institutions.
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