| Project/Area Number |
24531238
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
MURANAKA TOMOHIKO 上越教育大学, 学校教育研究科(研究院), 准教授 (90293274)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2014: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2013: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | チームティーチング / 知的障害 / 自閉症 / 小集団指導 / 課題遂行 / やりとり |
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| Outline of Final Research Achievements |
The present study examined team teaching in the small group teaching of the children with intellectual disabilities from the viewpoint of sub-teacher’s role and location. The results suggest that the children’s physical exercises performance was influenced by the location of the person teaching them, with the high performance when the sub-teacher was in front of the students and they could watch the teacher’s movement model. The procedures to promote the social interaction between children in the small group teaching were examined. As a result, the response of children decreased all at once by the social interaction opportunities of instructions. Also, instructions to announce previously, presentations of model, uses of iPad, and application of group contingency promoted the social interaction between children.
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