| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Outline of Final Research Achievements |
It is said that the point of view emphasizing support information is different in kindergartens and elementary schools. In this research, we examined how to translate information on support of disabled children from kindergarten to elementary school. First, we asked the kindergarten teacher what kind of scene it was necessary to support. As a result, they said that it was necessary to support the five scenes "activities performed in groups", "intermittent activities", "interpersonal communication", "determined activities" and "shift to the next activity". So we made a sheet to rate about these five scenes.The kindergarten teacher was asked to evaluate the children's performance with this sheet for these five scenes. The rate result was translated into information that elementary school teachers can actually support children. Elementary school teachers evaluated the translated information six months later. These translated information was evaluated as useful for about 50% of teachers.
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