difficulty in generalization of tactile reading for persons with visual impairment and intellectual handicapped

Research Project

Project/Area Number	17K04928
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Research Field	Special needs education
Research Institution	Joetsu University of Education
Principal Investigator	SATO Masaaki 上越教育大学, 大学院学校教育研究科, 准教授 (30352561)
Project Period (FY)	2017-04-01 – 2022-03-31
Project Status	Completed (Fiscal Year 2021)
Budget Amount *help	¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000) Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000) Fiscal Year 2018: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000) Fiscal Year 2017: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Keywords	視覚・重複障害 / 点字指導 / 初期学習 / 行たどり法 / 読指運動 / 切り取りパターン / 般化 / 点字触読 / 点字 / 特別支援教育 / 教育心理学 / 視覚障害 / 重複障害
Outline of Final Research Achievements	This study redefined difficulty in generalization of tactile reading as difficulty of beginning braille acquisition of a blind student with intellectual handicapped. This case study examined whether tracking activities, moving reading finger from left to right on the braille lines, improved the beginning braille reading ability and how acquisition changed in two years. Tracking activities were effective in beginning braille acquisition because the student could distinguish differences in physical characteristics of braille letters and did not misread braille letters at the end of the lines. The student also showed high correct rate of braille letters at both 3 months and 1 year. However, the student took much time to read braille letters and showed zigzag finger movements 1 year later. A part of the reasons for these undesirable results is due to current matching tasks method. The author insisted tracking activities should continuously be taught to generalize tactile reading .
Academic Significance and Societal Importance of the Research Achievements	視覚特別支援学校に在籍する多くの幼児児童生徒は重複障害児である。このような幼児児童生徒の中でも全盲・知的重複障害児へ触読指導を行う機会は現在では少なくなっている。様々な理由があるものの、その理由の一つは視覚障害以外に併せ有する障害のない全盲児への触読指導をそのまま全盲・知的重複障害児に適用しているため、指導効果が得られにくいことがあげられる。本研究の成果により、全盲・知的重複障害児の能力を伸長させるために、現行の指導法ではなく、読指運動を伴う触読指導が有効であることが明らかになった。これは一人でも多くの視覚・重複障害児の学習の質や生活の質を高めるために寄与するものといえる。