A practical study on the development of collaborative learning models for inclusive deaf and hard-of-hearing pupils
| Project/Area Number |
22531066
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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 兵庫教育大学, 大学院・学校教育研究科, 教授 (10183881)
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 聴覚障害児童 / インクルージョン / 協働学習 / 手話 / 文化的実践 / インクルーション / 難聴学級 |
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| Research Abstract |
In this research, I tried to implement the signed language into a regular primary school which had the self-contained special classes for deaf and hard-of-hearing (DHH) pupils. The intervention was consisted of 4 parts: Instruction of the signed language to DHH pupils, Instruction of the signed language to teachers, Instruction of the signed language to hearing pupils, and signed language interpretation in the regular classrooms. Results showed that not only a new language but also the new ways of communication and interaction (that is, a new culture) were needed and that the presence of Deaf adults would be a crucial factor for implementing the signed language in the inclusive classrooms.
In this research, I tried to implement the signed language into a regular primary school which had the self-contained special classes for deaf and hard-of-hearing (DHH) pupils. The intervention was consisted of 4 parts: Instruction of the signed language to DHH pupils, Instruction of the signed language to teachers, Instruction of the signed language to hearing pupils, and signed language interpretation in the regular classrooms. Results showed that not only a new language but also the new ways of communication and interaction (that is, a new culture) were needed and that the presence of Deaf adults would be a crucial factor for implementing the signed language in the inclusive classrooms.
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Report
(4 results)
Research Products
(11 results)
