1995 Fiscal Year Final Research Report Summary
A study on the Educational Supporting System for Handicapped Children Overseas
| Project/Area Number |
06551004
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| Research Category |
Grant-in-Aid for Developmental Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | TOKYO GAKUGEI UNIVERSITY |
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Principal Investigator |
KATADA Akiyoshi Tokyo Gakugei University, Department of Education for Handicapped Children Professor, 教育学部, 教授 (60015435)
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| Co-Investigator(Kenkyū-buntansha) |
SATOU Gunei Tokyo Gakugei University, Center for the Education of Children Overseas Assistan, 教育学部, 助教授 (20205909)
KOIKE Toshihide Tokyo Gakugei University, Department of Education for Handicapped Children Assis, 教育学部, 助教授 (60251568)
WATANABE Kenji Tokyo Gakugei University, Department of Education for Handicapped Children Assis, 教育学部, 助教授 (70158624)
MATUYA Katuhiro Tokyo Gakugei University, Department of Education for Handicapped Children Profe, 教育学部, 教授 (70014850)
UJIMORI Hidetugu Tokyo Gakugei University, Department of Education for Handicapped Children Profe, 教育学部, 教授 (10015448)
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| Project Period (FY) |
1994 – 1995
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| Keywords | handicapped chidren overseas / developmetal diagnosis / questionnaire / educational supporting system / Japanese school / 日本人学校 |
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| Research Abstract |
1.The stiuation of handicapped children resident in foreigen countries.
We obrained information on 64 handicapped pupils in 74 Japanese schools by the questionnaire method (89.1% replied). The main results were as follows.
1) Only 7 schools had special education staffs, but 39 schools had visiting staffs who had experience teaching handicapped children.
2) Twenty-seven of 74 schools (37.5%) had handicapped pupils.
3) Their age structure ; 3 pupils in the pre-school (4.7%), 26 in lower-grades (40.6%), 22 in upper grades (34.4%), 7 in junior high school (10.9%), and 6 others (9.4%).
4) Types of handicaps in order ; 27 mentally retarded (25.2%), language and learning disability, 12 emotional disturbances (11.2%) and 12 autism. As sensory problems, there were 8 auditory (7.5%) and 2 visual (1.9%) disorders.
2.Establishment of the developmental diagnosis system.
We prepared a personal questionnaire examining the developmental stage and learning achievement consisting of four domains (stages) ; word, number, movement and socialization. From these results, we made developmental diagnosis sheets exhibiting their profiles on teaching-function-unit (TFU) for "hearing", "understanding" etc., and on teaching-category-unit (TCU) for "speech", "distinction", "analogous" and so forth.
3.An attempt at providing an application of this educational supporting system.
We attempted to work out this educational system as follows ; We selected teaching materials in due consideration of both TFU and TCU profile. Next we sent them out to the teaching staffs in foreign countries by electrical transmissions. Actually, we mailed our personal questionnaires to foreign Japanese schools, and received 55 replies. Then 47 personal profiles were returned and requested information using this supporting system. Our problem now is to move quickly to meet the demand for information.
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Research Products
(2 results)
