| Project/Area Number |
18530750
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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 | Kagawa University (2007)
University of Toyama (2006) |
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Principal Investigator |
MUSASHI Hirofumi Kagawa University, Faculty of education, Professor (00262486)
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| Co-Investigator(Kenkyū-buntansha) |
HIRAKAWA Takehiko Niigata Seiryo University, Faculty of nursing social welfare and psychology, Professor (80189828)
KOBAYASHI Makoto Toyama University, Faculty of human development, Assistant professor (30267447)
MIZUUCHI Toyokazu Toyama University, Faculty of human development, Assistant professor (30372478)
TAKAHATA Shozo Hokkaido University of Education, 教育学部, Assistant professor (30374747)
ISAWA Shinzo Hyogo University of Teacher Education, 学校教育学部, Assistant professor (50324950)
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| Project Period (FY) |
2006 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥2,930,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥330,000)
Fiscal Year 2007: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2006: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | special support education / supporting tool / behavior analysis / positive behavioral support / barrier free / cooperation / transition / developmental handicap / mental retardation |
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| Research Abstract |
In this research, it has been aiming to improve life in the region by using the supporting tool for developmental handicapped person that has the trouble and the behavior problem of the social relationship.
(1) Examination of the application and the evaluation method of the supporting tool according to person in one's needs and life environment. We examined the assessment and the use of child's basic skill, relation between support target set to child and made the supporting tool. And we examined subjective evaluation of parents to the support results. For the goal setting, it was shown to be able to set the support target with a high practical use degree by using the work-sheets. For the evaluation of the ability that can be used for the support of the child, there was no evaluation from such a viewpoint so far, and it stayed in the arrangement of the items. After this, we want to select the items carefully, and to make of the evaluation a standard.
(2) Practical use of training program and construction related to cooperation for spreading the supporting tool system. We did the seminar in the supporting tool intended for parents, and training activities intended for the teachers of the special support school. The training material was developed, and the supporting tool collection was made continuously. As a result, for parents, to leave support to their child by the supporting tool, and to develop it, the group work and the presentation of the supporting tools greatly influenced. For the teachers, to achieve an individual educational plan, the replication or the improvement of the supporting tool that was used till then or the colleague using were adopted. The note in the particular execution was included and the practical use of the training program was advanced.
Web site (http://speedu.edu.u-toyama.ac.jp/supporttool/index.html) to learn the supporting tool was constructed, and the operation began. We have enhanced the contents.
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