Thirty years of Braille textbooks in Japan, seen in Braille textbook editing materials with a focus on the Japanese language copurse in elementary school

This study traced the history of “Braille elementary school textbook editing materials" issued by the Ministry of Education, Culture, Science, Sports, and Technology between 1974 and 2005. The purpose was to explore the best ways to edit Braille textbooks in the future. The results showed that consideration based on the special characteristics of blind children had been given in the Japanese language course with the introduction of Braille touch reading, Braille notation, and instruction in Chinese characters and words of Chinese origin. In the future we expect that an increasing number of blind children will study in regular elementary schools, so that it will be necessary to issue Braille textbook editing materials that can be obtained by anyone, make booklets of separate teaching materials to introduce Braille touch reading, and provide supplementary books for Braille notation and Chinese character study

Veering Characteristics in Walking with a Long Cane: Focus on Persons with Congenital Visual Impairment

本研究では，先天性視覚障害者４名を対象に歩行速度（「遅い」・「通常」・「速い」）が白杖歩行の偏軌にどのような影響を与えているのかを定量的に明らかにすることを目的とした。さらに，白杖を持たない歩行についても検討し，それらから白杖歩行の偏軌における特徴について分析した。先天性視覚障害者３名の偏軌距離は「通常」が最も小さかった。白杖なし歩行と白杖歩行（「遅い」・「通常」・「速い」）それぞれの偏軌距離に有意差は認められなかった。ただし，これらの結果は対象者３名のため統計的処理に耐えられなかった。歩行軌跡に関して，先天性視覚障害者３名の内，２名がR型，１名がLR型に分類され，３類型の分類は日常的な歩行場面との関連があり，歩行を評価する際の一資料になりうることが示唆された。また，残り１名の先天性視覚障害者の歩行軌跡はゴールラインまで到達しない地点で，偏軌距離が５m よりも大きい値を示しただけでなく，駅ホームからの転落経験を有していた。そのため，偏軌が大きく生じると重大な事故につながる危険性があり，それを生じないようにするための対策が必要となると考えられた。The primary aim of this study was to examine how walking speed at three difference paces (slow, preferred, fast) affected veering while walking with a long cane in four adults with congenital visual impairment. We also compared the two conditions of walking with and without a long cane, and we revealed veering characteristics in walking with a long cane. In walking with a long cane, veering was less at the preferred pace than at the slow and fast pace. There was no significant difference in veering under the two conditions of walking at three paces with a long cane held in the dominant hand and walking at the preferred pace without a long cane. But these results were not enough for statistical processing as there were three subjects. Walking trajectory in subjects could be categorized into two subjects was R type; veering to the right and one subject was LR type; veering to the right or left. It was suggested that classification of three types is related to daily walking, and could be an evaluation indicator. Veering of one subject was more than five meters. Also, this subject had the experience of falling from train platforms. With risks leading to serious accidents involving large veering, countermeasures must be taken

Effect of gait environment on veering index in gait assessment

本研究では、屋内環境および屋外環境による歩行環境の違いが歩行評価におけるベアリングの指標にもたらす影響について検討することを目的とした。晴眼大学生８名（男性２名と女性６名，21.63±0.48歳）を実験参加者とし、10m の歩行距離で歩行評価を行った。歩行課題は、体育館条件およびグラウンド条件で実施し、それぞれの歩行評価のパフォーマンスを比較した。その結果、ベアリングの３つの指標の内、ベアリングの量（Absolute Error）と変動（Variable Error）は、環境に左右されない個々人の特徴としてとらえられることが示唆された。また、方向の偏り（Constant Error）については、個人差があるものの、体育館条件とグラウンド条件で同じ特徴を示す実験参加者がおり、これらの指標からベアリングの特徴をとらえることで、視覚障害者の歩行を詳細に評価することができると考えられた。さらに、本研究の結果は、歩行距離60フィート（約18m）で同様の分析をした先行研究（Cratty & Williams, 1966）の結果と一致しており、視覚障害者のベアリングを評価するためには、10m の歩行距離で十分であると考えられた。The aim of this study was to investigate the effect of differences between indoor and outdoor gait environments on veering indices in gait assessment. Eight blindfolded adults without visual impairments participated in the experiment. Their gait was assessed at a walking distance of 10 m. The walking task was performed under two conditions, indoors in a gymnasium and outdoors on athletic grounds, and the performance in the respective gait assessments was compared. The results suggested that the amount of veering（ Absolute Error） and variability（ Variable Error） in the three indicators of veering can be regarded as individual characteristics that are not influenced by the gait environment. Also, although there are individual differences in the directional bias （Constant Error）, some participants showed the same characteristics in the gymnasium condition and the outdoor ground condition. It is thought that gait can be assessed in detail by understanding the characteristics of the veering from the three indicators. In addition, the results of this study are consistent with the results of a previous study （Cratty & Williams, 1966） that conducted a similar analysis at a walking distance of 60 feet （about 18 m）. A walking distance of 10m is therefore considered sufficient to assess veering in people with visual impairments.本研究は、JSPS科研費18J13546の助成を受けた。本論文は、平成30年度に広島大学大学院教育学研究科に提出した博士論文の一部を再編集、再分析したものである

Child-rearing Support with Collaboration between Municipalities and Hiroshima Universities: A Parent and Child Classroom to Support the Development of Language

本稿は、広島大学「地（知）の拠点大学による地方創生推進事業（大学COC 事業）」障がい者支援領域における、未就園児を対象とした子育て支援活動「のびのびくらぶ」の実施報告である。本活動は自治体と連携し、１歳半健康診査で「要経過観察」と判断された幼児とその保護者を対象としている。平成28年度は、計16回の活動を実施した。参加親子は各期５組、計10組20名であった。活動の企画・運営には本学学生ボランティア17名が参加した。参加した保護者10名のうち８名が「ことばの発達」に不安を抱いていると事前調査で回答していた。そのため、活動に絵本の読みあいを取り入れ、学生と参加児で自由に読みあうことを試みた。自治体との連携は、各期開始前後の打ち合わせ、毎回の活動後の振り返りおよび学生へのフィードバック、自治体主催の親子クラブへの学生参加、年度終わりの総括会議などを行った。This paper is a report of FY 2016 implementation of child rearing support activities for prekindergarden children in Hiroshima University“ Program for Promoting Regional Revitalization by Universities as Centers of Community : COC”. This activity cooperates with municipalities and covers infants and their guardians who have been judged to be “required follow-up observation” in medical examination for 1 year and a half. This activity is in collaboration with local governments, and infants and their parents who are judged to be “required follow-up” in health examination for 1 and half years are participating. In FY 2016, a total of 16 activities were conducted. Participating parents and children were 5 pairs in each period, totaling 10 pairs of 20 people. 17 student volunteers from our university participated in the planning and operation of activities. In the preliminary survey, eight of the 10 parents who participated answered that they were concerned about “children’s development”. For that reason, we took reading of the activity picture book and tried reading freely with students and children participating. Collaboration with municipalities was conducted before and after each activity, each activity was handed over to the students, and feedback was given to the students. Students also participated in parent-child clubs sponsored by municipalities and held general meetings at the end of the year

Things to Change College Students’ Consciousness by Stories from Family Members of People with Intellectual Disabilities: From the Questionnaire Analysis in Classes Targeting Students at Faculty of Education

本稿では，本学教育学部１年次生を対象とした教養ゼミ（講義型）において，障害のある子どもの保護者による当事者参加型授業を実施し，その効果について検討した。障害（者）に対する理解を測る質問紙を用いた分析の結果では，［保護者の思い］を聞くことで，障害（者）理解への新たな視点を得られたことが明らかになった。受講学生に対して「今あるいはこれから自分にできると思う取り組み」について質問し，質的分析を行った。結果から，［障害者とのかかわり方］［障害（者）についての認識］［持続的探求］が抽出された。障害のある子どもの保護者による教育学部１年次生への授業は，将来，教育に携わろうとする学生にとっては，障害（者）の理解に加え，自分が今後取り組むべきことがより教育と結びついた形で明確になったと推察された。In this study, a lecture with active participation of parents of children with disabilities was held in a lecture-type educational seminar for the freshmen of the department of education and its effectiveness was examined. The results of the analysis of the questionnaire designed to measure the degree of understanding of disabilities and people with disabilities revealed that students had acquired a new perspective for understanding disabilities and people with disabilities by listening to the parents’ thoughts and feelings. The students who attended the class were asked about what they thought they could do at present or in the future, and the results were qualitatively analyzed. “How to interact with people with disabilities,” “recognition of disabilities and people with disabilities,” and “sustainable exploration” were extracted from the results. It was speculated that the class with active participation of parents with children with disabilities helped the students planning to be engaged in education in the future to clarify what they should do in the future in relation to education as well as understand disabilities and people with disabilities

Study of learning environment development of the way to become the foundation of inclusive education system : From teaching practice in a special classroom by teachers in regular class

本校では特別支援学級と複式学級の教科による交流及び共同学習の導入や，学級交流や縦割り学習，運動会等の校内行事での交流などに取り組んできている。本研究は，これまでの成果を基に，通常の学級に在籍する児童の多様性や障害の理解を促す実践を交流及び共同学習や教科学習の中で行い，その効果を検証することを目的とした。特別支援学級の担任ではない教員が，特別支援学級の指導案を作成することを通して，日頃の交流だけではとらえられない特別支援児童の実態に気づき，支援の在り方について検討する。また実際に授業を行うことで特別支援領域に関する見方・考え方を活用し，それぞれの学級の児童支援に生かし，共有できるようにした。授業を行う教員の研究教科が算数科であることから算数科で授業を行うこととし，都合５時間の特別支援学級教員による算数科の授業を観察，児童の実態把握を行い，聞き取りも含め授業構想を行っていった。実際の授業から，子どもたちの中に価値に関する概念が育成されているかどうかの違いがあることに気付く。価値概念の育成や獲得方法を明らかにしていくことによって小学校の教科の指導をより充実させていくことができると考えた。Do the practice of promoting an understanding of the children of diversity and disorder enrolled in regular classes in the exchange and collaborative learning and subject learning, was aimed to verify the effect. Special support is not a homeroom class faculty, through to create a lesson plan of the special support class, noticed the actual situation of the special support children that cannot be captured only daily exchanges, as well as consider the way of support, the teaching plan actually take advantage of the special support area on the perspective, the concept by making the class alive, it was decided to continue making the child support of each class. It was thought to be able to go to enrich more the guidance of the subjects of elementary school by going to reveal the development and acquisition method of one person a child of the value of the concept

Study on the way of educational practical training of special needs education in at the special needs class in the affiliated school, Hiroshima Univerisity

本研究は，附属学校の特別支援学級における教育実習において，実習終了後に行う公立特別支援学校での教育実習のさらなる充実を図り，学部の教育と附属の実習，公立特別支援学校での実習の連続性整備のためにプログラムの見直しや改善を図ると共に，そのあり方について検討する。附属東雲小学校・中学校は大学の特別支援教育学講座と連携し，教育実習の内容の検討や改善に向けての提言を受ける他，具体的な大学における取り組みとも連動するようにした。さらに，特別支援教育実習協議会を通して特別支援学校との連携を図り，実習校と学生へのアンケート調査によって課題を明らかにした。また，全国の附属学校特別支援学級の連絡協議会を活用し，教育実習における実情や課題を情報交換することで、情報の共有化を図り新たな知見も得た。このような取り組みを進めていく中で，実習の事前指導にあたり，公立特別支援学校との連携が不足していたことが課題としてあげられた。この課題を解決していくために，教育実習に対しての附属学校としての取り組みを改善すると共に，より具体的かつ実用的な指導や評価を行い，内容を引き継ぐシステムの構築が必要であることが明らかとなった。The purpose of this research is to improve the teaching practice at the public special support school which is carried out after completion of the educational practice of the attached school special support class and to improve the educational practice of the undergraduate school and the special special support school We reviewed the contents of teaching practice and examined improvement. Attached Shinonome Elementary School and Junior High School have a special support education course lecture of the Graduate school of pedagogy and a public education practice meeting with the public special support school, and from the questionnaire survey to each school and the student, lack of cooperation with the public special support school It was made clear that it was. In order to solve the problem, it is necessary to instruct teacher interns more practical guidance and evaluation, and to inherit the contents to the public special support school

盲児童用点字教科書発行の変遷と今後の編集システムの在り方に関する研究

研究期間:平成16-18年度 ; 研究種目: 基盤研究C ; 課題番号:1653063