Present Situation and Perspectives Regarding Employment of People with Deafblindness in Japan: From working cases in Japan and overseas

Deafblindness is a multiple disability that combines hearing and visual impairment. People who are deafblind face many sorts of difficulties related to communication, orientation and mobility, and accessing information. These challenges affect social participation of deafblind persons. This study focuses on employment as one of the issues faced by people with deafblindness and overviews the cases of working deafblind persons. In Japan, only 99 out of 676 working age people with deafblindness, who joined the survey, worked in the open labor market in 2012. Several studies have highlighted cases of deafblind people working as permanent staff : people with deafblindness continue to work, supported by their own efforts and sufficient accommodation by employers. On the other hand, there are cases where people with deafblindness had to quit their jobs because of a lack of understanding and accommodation. The situation is similar in western countries. However, in the UK, the program, Access to Work, encourages employers to employ people with deafblindness. In the U.S. too, a person with deafblindness utilized the recruitment program for students with disabilities in order to obtain a job. In conclusion, the necessity of (1) setting concrete examples that people with deafblindness are employed, (2) enhancing support for employers, and (3) providing opportunities to acquire skills and knowledge to work at early stage for people with deafblindness were suggested

A survey on education for deepening awareness of issues relating to disabilities and people with disabilities: Focusing on the lessons the university students took at elementary and secondary school.

大学４年次生を対象として、①障害理解教育の授業を受けた経験がどのように大学生活に活かされているのか、②教員志望学生がいかなる理由からどのような障害理解教育の授業を必要であると考えるのか、③障害理解教育の授業を受けた経験の有無により障害観に差異がみられるのか、の３点を明らかにすることを目的に質問紙調査を実施した。①に関しては、障害理解教育の授業を受けた経験が、偏見を持たなくなることや具体的行動につながったとする意見が多く挙げられた。②においては、当事者の状況や気持ちについて理解することや行動に向けたきっかけとすることが理由として主に挙げられた。③の結果としては、授業を受けた経験のある者の方が、障害者本人にとっての困難を想起しやすいことや悲観的・否定的なイメージを持っていないことが示唆された。加えて、経験のない者においては、障害者と共に働くことについて積極的な考えを持ちづらい状況にあることがうかがえた。The purpose of this study was to investigate the following:（ i） How the experience of taking lessons of “education for deepening awareness of issues relating to disabilities and people with disabilities” affects respondent’s university life; （ii） What components of the education are thought as necessary by teacher students, and why are selected; （iii） Association between respondent’s prior experience of taking lessons of the education and their conception of disability. A total of 83 university students completed and returned questionnaires with no missing date. The results were as follows: （i） Student’s prior experiences of taking lessons of the education was found to be related to decreased prejudice toward people with disabilities, and to some behaviors such as “helping people with disabilities”. （ii） As the reasons for selecting necessary components of the education, they have a lot of opinions. Major examples are “to understand the situation and feeling of people with disabilities” or“ to apply what student learn to real situations”.（ iii） It was implied that those who experienced the education are more likely to aware difficulties for people with disabilities, and to do not have pessimistic or negative ideas of disability. Furthermore, students may benefit from the experiences to think about working with people with disabilities more easily

Survey on Jiritsu-Katsudo at Special Needs Classes for Hearing Impaired Children in Elementary Schools

小学校の難聴特別支援学級で指導を担当している教員を対象として、自立活動の実態と課題を明らかにすることを目的として質問紙調査を実施した。回答者のうち、特別支援学校教諭免許状（聴覚障害教育領域）保有者は11.8％にとどまった。先行研究でも報告されたとおり、多くの学級内で使用されている主たるコミュニケーション手段は音声言語であった。在籍児童が抱える学校生活上の困難として多く回答されたのは、「語彙について」「やりとりの確実さ」であった。回答者が在籍児童と関わる際に苦慮することについては、「自身の難聴に関する知識が十分でないと感じる」「手話や指文字を使いたいが十分に使えない」「児童間の人間関係が十分に形成できていない」という回答が多くみられた。回答者が自立活動において指導経験のある内容については、読み書きや発音・発語、人間関係の形成に関するものが多かった。自立活動の指導内容を精選及び指導する際に苦慮することについては、「指導したい内容に関する知識や技量が追い付かない」という回答が最も多く、難聴特別支援学級担当教員の専門性に関する課題が改めて示された。A questionnaire survey was conducted with the aim of clarifying the actual condition and issues of Jiritsu-Katsudo for teachers who are instructing at special needs classes for hearing impaired children in elementary schools. Among the teachers, the number of holders of the special needs school teacher’s license (education for hearing impaired) was only 11.8%. As reported in previous studies, the main means of communication used in many classes was spoken language. What was mostly answered as a difficulty in school living by the enrolled children was “About vocabulary”, “Reliability of interaction”. Regarding the difficulties when teachers are involved with enrolled children, many teachers said that “I feel that my knowledge on deafness is not sufficient”,“ I want to use sign language and finger spelling but I cannot use it enough”,“ Relationships among children are not sufficient”. As for teachers who had experience in instructing in Jiritsu-Katsudo, there were many things concerning reading and writing, pronunciation / utterance, and formation of human relations. Regarding the difficulties in selecting and instructing the contents of Jiritsu-Katsudo, the answer that“ Knowledge and skills on the content to be taught does not catch up” is the most frequent, and the problem relating to the expertise of the teachers in charge of special needs classes for hearing impaired are shown

Status of Implementation and Issues of Classes on Disabilities in Public Elementary Schools: Questionnaire Survey toward Teachers in Charge

「障害に関する授業」の実態及び困難・課題を探り、困難・課題と関係する要素について探ることを目的として、公立小学校の教員に対する質問紙調査を実施した。カテゴリカル主成分分析の結果、困難・課題としては【１．授業を実施に移す上での困難・課題】【２．前提知識における困難・課題】【３．人的環境や時間に関する困難・課題】の３成分が抽出された。第１成分は、当該授業の指導法に関する研修会等により軽減される可能性が、第２成分は、読書教材による授業を実施することで高まり、当該授業に関する「６学年にわたる計画」があることで低減される可能性が、第３成分は、障害者講演の授業の実施者は抱きにくくLD・ADHD を取り扱った授業の実施者は抱きやすい可能性が、それぞれ示された。これらの結果から、困難・課題を低減するには、第１成分に関しては当該授業の指導法に着目した研修会の充実を図ること、第２成分に関しては教科書の記述も勘案した上で全校的に当該授業に取り組むこと、第３成分に関しては教員養成・現職段階での学びや研修会を充実させることや当該授業実践例を更に蓄積していくことが重要であると考えられた。The purpose of this study was to examine the accrual state and difficulties and issues of classes on disabilities, and examine the elements related to the difficulties and issues. We conducted a questionnaire survey toward teachers working in public elementary schools. As a result of Categorical Principal Components Analysis（ CATPCA）, three components were extracted as difficulties and issues:［ 1. Difficulties and issues in processes of carrying out the classes］［ 2. Difficulties and issues in prerequisite knowledge］［ 3. Difficulties and issues on human environment and time］. As a result of further analysis, nonparametric tests, these possibilities were revealed:［ 1. Difficulties and issues in processes of carrying out the classes］ may be reduced by participating in workshops about teaching methods of the classes. ［2. Difficulties and issues in prerequisite knowledge］ may increase by practicing classes with reading materials, but, decrease because of “plans over six grades” with regard to the classes.［ 3. Difficulties and issues on human environment and time］ may not be difficult to teachers who conduct the classes participating people with disabilities, while they may be significant to teachers who conduct the classes about LD/ADHD. For these results, in order to reduce these difficulties and issues, we should put the following into practice:（ 1） Enhancing workshops focusing on the teaching methods of the classes,（ 2） Working on the classes schoolwide planning and conducting, taking into account the description in the textbooks,（ 3） Increasing opportunities of learning and workshops of the teacher training course or in-service stage, and accumulating practical examples or reports of the classes relating to disabilities

教職を志望する大学生の特別支援教育に関する知識や指導上の不安 : 通常の学級の担当教員を志す学部生を対象として

通常の学級の担当教員を志望する大学生を対象として、特別支援教育に関する基礎的知識、ならびに特別な教育的支援を必要とする児童生徒の指導を担当することの不安等についてアンケート調査を行った。特別支援教育に関する基礎的知識に関しては、特別支援学校のセンター的機能や特別支援教育コーディネーターについての定着度が低かった。特別な教育的支援を必要とする児童生徒の指導を担当することの不安等に関しては、「学習指導」においては「適切な指導ができるか」「知識不足」、「学習環境の整備」においては「知識不足」「適切な整備ができるか」、「生徒指導と学級経営」においては「周囲の児童生徒に対する障害理解教育」「知識不足」「経験不足」「児童生徒どうしの関係づくり」、「保護者や校内外の関係機関との連携」においては、「保護者と良好な関係を築くことができるか」「保護者にむけた障害理解教育」、「その他」においては「漠然とした不安がある」「全般的な知識不足」という回答の数が上位にのぼった。A questionnaire survey was conducted on basic knowledge and concerns about teaching students with special educational needs among undergraduate students who wish to become regular classroom teachers. Regarding basic knowledge of special needs education, the level of familiarity with the central functions of special needs schools and special needs education coordinators was low. Regarding concerns about teaching students with special educational needs, respondents answered as follows: 1) “Insufficient knowledge” and “Can I provide appropriate guidance?” in “Guidance for learning”; 2) “Insufficient knowledge” and “Can I provide appropriate improvement of learning environment?” in “Maintenance of learning environment”; 3) “Education to understand disabilities for surrounding students,” “Insufficient knowledge,” “Lack of experience,” “Building relationships among students” in “Student guidance and classroom management”; 4) “Can I built a good relationship with students’ parents?” and “Education to understand disabilities for students’ parents” in “Cooperation with parents and related organizations inside and outside the school”; 5) “Vague sense of anxiety” and “Overall poor knowledge” in the “others” category.本稿は、日本特殊教育学会第60回大会において発表した内容に加筆・修正を加えたものである

The N⁶-methyladenosine methyltransferase METTL16 enables erythropoiesis through safeguarding genome integrity

RNA修飾による赤血球造血制御機構を解明 --RNAのメチル化がDNA修復に必要--. 京都大学プレスリリース. 2022-11-10.Mice show METTL in DNA blood repair: RNA methylation shows important role in erythropoiesis. 京都大学プレスリリース. 2022-11-25.During erythroid differentiation, the maintenance of genome integrity is key for the success of multiple rounds of cell division. However, molecular mechanisms coordinating the expression of DNA repair machinery in erythroid progenitors are poorly understood. Here, we discover that an RNA N⁶-methyladenosine (m⁶A) methyltransferase, METTL16, plays an essential role in proper erythropoiesis by safeguarding genome integrity via the control of DNA-repair-related genes. METTL16-deficient erythroblasts exhibit defective differentiation capacity, DNA damage and activation of the apoptotic program. Mechanistically, METTL16 controls m⁶A deposition at the structured motifs in DNA-repair-related transcripts including Brca2 and Fancm mRNAs, thereby upregulating their expression. Furthermore, a pairwise CRISPRi screen revealed that the MTR4-nuclear RNA exosome complex is involved in the regulation of METTL16 substrate mRNAs in erythroblasts. Collectively, our study uncovers that METTL16 and the MTR4-nuclear RNA exosome act as essential regulatory machinery to maintain genome integrity and erythropoiesis

Analysis of multidrug-resistant Pseudomonas aeruginosa in a hospital with a dominant population of geriatric inpatients

Bacterial resistance and opportunistic human pathogens have become serious problems in hospitals, particularly those in which the dominant population consists of immunocompromised elderly inpatients. Pseudomonas aeruginosa is a prevalent opportunistic human pathogen that causes acute pneumonia, cystic fibrosis, and septicemia, and it is also known to possess various mechanisms of natural and acquired resistance to antibiotics. Carbapenems have been used to treat infections caused by β-lactamase-producing gramnegative bacteria including P. aeruginosa, but metallo-β-lactamase (MBL) can render carbapenems ineffective, and so action is required to prevent the development of strains that produce MBL. Between September 2010 and August 2011, 8 multidrug-resistant P. aeruginosa (MDRP) strains were isolated from pressure ulcer, urine, or expectoration or aspiration sputum samples of patients with different infections in a hospital in Osaka Prefecture, Japan. After confirming MBL production, we identified 5 strains that produced IMP-type MBL. The strain variations of isolated MDRP were determined by multiplelocus variable-number tandem repeat analysis. Because the 5 IMP-type MBL-producing strains were of the same genotype, it was suggested that the infection had spread within the wards. The remaining non-MBL-producing MDRP strains were also of the same genotype, but antimicrobial breakpoint tests revealed that they were not exactly the same, and the wards from which they had been isolated were not close to each other. Therefore, more accurate typing of the non-MBL-producing genotype group is required to determine whether diffusion between the wards had occurred

盲ろう者の社会参加を取り巻く情報入手・提供経路に関する現状と課題 : 就労に至るまでの過程に焦点を当てて

内容の要約広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

Learning Activities Aimed at Fostering Media Literacy in High School for the Deaf: A Questionnaire Survey for Teachers

特別支援学校（聴覚障害）高等部においてメディア・リテラシーを育む授業を担当した教員を対象として、質問紙調査を実施した。情報科を中心とした複数の教科・領域を合わせたかたちで授業が実施されることが多く、そのねらいは各種メディアの特徴やそこでのコミュニケーションの方法、個人情報の取り扱い、メディアの信頼性といった内容を理解することが主であった。主な学習成果として、個人情報保護や書き込み内容などに注意するようになる、メディアが発信する情報を吟味するようになる、各種メディアの特徴を捉えて利用するようになる、といった点が挙げられた。回答者はメディアに関する学習をとおして判断力を育む、生徒の自立や社会参加に役立てる、生徒の知識を深めたり思考を広げたりする、といった意義を実感しながらも、生徒の言語力の実態と学習目標の達成、メディアを取り巻く倫理や情報モラルに関する指導、メディアに関する当事者意識や危機管理意識の育成、教材に関する情報保障、学校と家庭の連携といった点に困難を感じていた。A questionnaire survey was conducted for teachers who held classes to foster media literacy in the high schools for the deaf. The classes were often held in a form that combines multiple subjects and areas centered on the information science, and the aim of the classes were mainly to learn the characteristics of various media, communicating in media, handling of personal information, reliability of the media. The main learning outcomes are as follows: 1) Students came to be careful about personal information protection and writing contents in the media, 2) Students came to examine the information through the media, and 3) Students came be able to understand and use the characteristics of various media. Teachers realized the significance of developing judgment, helping students to become independent and participating in society, deepening their knowledge and broadening their thinking through learning about the media. On the other hand, teachers felt difficulty to achieve learning goals in classes because of students’ language skills, to provide guidance on ethics and information morals, to foster awareness of ownership and crisis management, to provide support service regarding teaching materials, and to cooperate between schools and students’ families