Effectiveness of C-in-Ed Course for Inclusive Education: Viewpoint of In-service Primary Teachers in Southern Bangladesh

The study was conducted to examine primary school teachers’ views on effectiveness of Certificate in Education (C-in-Ed) course in terms of teaching in inclusive classroom in Bangladesh. A number of one hundred forty two in-service teachers from fifty six mainstream primary schools in four southern districts participated in this study. Semi-structured interview and focus group discussion were carried out for data collection. The data were analyzed using descriptive statistics and general inductive analysis to synthesize into some key themes that are associated with present teacher education program. The major findings of the study revealed that lack of content on special educational needs, inadequate resource support, shortage of trainers, large class size in training hall, insufficient knowledge of trainers are the main impediments to be competent for teaching in inclusive classroom in Bangladesh . This study should be significant for future curriculum development process of teacher education for inclusive education

Singlet-triplet Crossover in the Two-dimensional Dimer Spin System YbAl3C3

Low-temperature magnetization (M) measurements down to 0.1 K have been performed in magnetic fields up to 14.5 T for a single piece of a tiny single-crystalline sample (0.2 mg weight) of the spin-gap system YbAl3C3. At the base temperature of 0.1 K, several metamagnetic transitions were clearly observed for H // c in the range 6 T < H < 9 T whereas only two transitions were observed, one at 4.8 T and the other at 6.6 T, for H // a. At fields above 9 T, the magnetization becomes almost saturated for both H // a and H // c. The present results indicate that a singlet-triplet crossover occurs in a relatively narrow field range, suggesting a rather weak interdimer interaction in spite of the nearly triangular lattice of Yb ions.Comment: 5 pages, 6 figures, proceedings of ICM 201

Study of the Roles Relevant to Cohesive Society on Special Needs Education and Inclusive Education : From the Viewpoints of Mary Warnock and Brahm Norwich (2010)

共生社会をめぐる特別支援教育ならびにインクルーシブ教育に関して議論した。共生社会のアイデアは1998年から参議院で6年間かけて議論され，日本の社会的課題を解決するため考えられた。17年経て日本の現状を考えると，歴史にない少子超高齢化人口減少社会，未曾有の債務残高があるなかで，共生社会は，成長社会から定常社会，さらに縮小社会へと移行する日本の重要な在り方であると考える。日本の障害児教育は，国際的にみるとmulti track 方式といわれる通常の教育と特別支援教育の二つが併設された制度であり，国連障害者権利条約で述べられているインクルーシブ教育：one track 方式とは異なるようである。同じtwo track 方式を取る英国の論点から，日本の特別支援教育の状況を考察した。two track 方式をとる場合のインクルーシブ教育の在り方として，特別支援教育を含め様々なレベルでの共生社会への協働・参画の絶え間ないチャレンジが必要であり，共生社会を構築することは日本の将来にとって喫緊の課題である。発達障害のある児童生徒のインクルーシブ教育だけでなく，社会的格差の拡大がある現在，大阪の経験をふまえ社会・経済学的な脆弱性のある家庭の児童生徒の教育的支援を含むインクルーシブ教育を目指す必要性を説いた。Situation of special needs education and inclusive education in Japan was discussed relevant to build cohesive society. An idea of cohesive society was debated in the House of Councilors for 6 years from 1998 to settle social issues in Japan. It has passed 17 years, reviewing the current state of Japan, confronting the declining birthrate, super-aging society and enormous amount of debt, Japan seems to shift from grown-up society and regular society to reduction society which isn’t in our history. This is the cohesive society, would be the unprecedented outstanding obligation for our future. Reviewing internationally, education of children with disabilities in Japan is the system juxtaposed the regular education and special needs education, it is called multi track system different from one track system recommended by UN-CRPD (Convention on the Rights of Persons with Disabilities). The situation of the Japanese special needs education was reviewed Britain’s standing, where has the same multi track system as Japan has. Cooperation to build cohesive society and a constant challenge of social from the various levels are necessary involving special needs education system and regular education system. Necessity aiming at inclusive education involving educational support for children who have socio-economic vulnerability in their home in addition to children with developmental disorders. Integration implemented in Osaka might give important suggestion for inclusive education in Japan

A Comparative Study on the Role of National Organizations Concerning the Implementation of the Convention after the Ratification of the UN Convention on the Rights of Persons with Disabilities: Comparison of the Roles of National Institutes Concerning Special Needs Education between Japan and South Korea

国際的には特別支援教育の変革のチャンスは２度あった。第１番目は1994年に採択されたサラマンカ声明である。そして、第２番目には2006年に発効した国連障害者権利条約であろう。特に国連障害者権利条約は、特別支援教育の国際的動向をドラマチックに変えただけでなく、障害者の権利の啓発に大きな役割を果たした。国立機関は率先して、国際的な連携をもちながら、国連障害者権利条約の実効のために尽力しなければならない。このような状況の中で、それぞれの国の国立機関は独自に様々な方法で重要な役割を果たしている。本稿では、特に国連障害者権利条約の「第24条 教育」と「第33条 国内における実施と監視」の内容について、日本の国立特別支援教育総合研究所と韓国国立特殊教育院の２つの機関について、ミッション、歴史、役割、組織、 人権に関する事業、それに、職員構成について比較した。２つの機関はインクルーシブ教育に関しては同じ目標と機能を有している。しかし、韓国の国立特殊教育院は、国連障害者権利条約批准後の審査に必要とする人権にかかわる政策、役割と研究に対して重点を置き、障害のある児童生徒に関する人権教育のための体系的な組織を有している。日本については、国連権利委員会の審査が2020年春に行われるようである。国連障害者権利委員会による審査（モニタリング）の前に、障害者の人権に関する対応について韓国国立特殊教育院のシステムから学ぶものがあるのではないか。Internationally, there was a chance of reforming special needs education twice. The first one is the Salamanca statement adopted in 1994. Secondly it might be the United Nations Convention on the Rights of Persons with Disabilities (Then after UN-CRPD) that came into force in 2006. In particular, UN-CRPD not only changed the international trend of special education dramatically but also played a major role in enlightening the rights of persons with disabilities. National organizations should take the initiative and make efforts to make UN-CRPD effective and enforce international cooperation following UN-CRPD. Under such circumstances, the national organizations of each country independently play an important role in various ways. In this article, standing on the contents of Article 24 Education and Article 33 National Implementation and Monitoring of UN-CRPD, Japan National Institute of Special Needs Education and Korea National Institute of Special Education were compared their mission, history, function, system, human rights works and staff organization. Two institutes have the same purpose, functions for inclusive education research activities and in-service training for teachers. However, Korea National Institute of Special Education is focusing on policies, functions providing easy-access educational materials for children with disabilities, in-service training and research on human rights which should be necessary for the examination by the Committee on the Rights of Persons with Disabilities after ratification of UN-CRPD. Regarding Japan, it seems that the examination by the Committee on the Rights of Persons with Disabilities will be held in the spring of 2020. There is something to learn from the system of the Korea National Institute of Special Education about the systematic arrangement of highlighting human rights of persons with disabilities

The Comparative Study of Facilitated Communication (FC) and Soft Touching Assistance: To Confirm the Effectiveness as a Communication Method for Students with Physical and Multiple Disabilities

2014年８月のNHK特集番組「君が僕の息子について教えてくれたこと」が2014年度文化庁芸術祭テレビ・ドキュメンタリー部門で東田直樹氏が大賞を受賞した。その映像では，話すことができない重度の自閉症者の書字のタイピングやポインティングによるコミュニケーションの様子が放送され，介助なしでのコミュニケーション・ボードのポインティングやキーボードによるパソコン入力でコミュニケーションする様子が映し出されている。しかし，それまでの長い，厳しい過程については余り知られていない。彼だけではなく，多くの音声言語はないが介助付コミュニケーション：Facilitated Communication，表出援助法，筆談援助法などと呼ばれる方法によってコミュニケーションができる事例がある。しかし，介助付きということで，介助者が書いたのか本人が書いたのかという真贋論争も幾度かあり，厳しい議論を呼んだ。本稿ではこれらの方法についての歴史を振り返り，自閉症だけでなく，肢体不自由，重複障害のある子どもたちの支援方法としての可能性と課題について考察した。The special TV program of NHK Education in August, 2014“ What you taught me about my son.” won the Grand Prize on the television documentary section at the Art Festival organized by the Agency for Cultural Affairs in fiscal year 2014. The picture in the program showed that Mr. Higashida was non –verbal and had very severe disability of Autism, but able to communicate with pointing a communication board or typing letters on the key board to his PC. The picture showed just today’s situation of him, but it was not known that there was the long process with big efforts and anguish by him and his mother. There were many non-verbal children who can communicate with assisted method: Facilitated Communication (FC), Soft Touching Assistance and Assisted Writing Conversation Method, etc. However, there were very severe arguments about authenticity of these methods in terms of authorship, because boys and girls are not able to communicate without support. It was reviewed these methods in terms of historical review and possibilities of effectiveness for the support method for children with physical disabilities or multiple disabilities as well as autism

The Relevance between Satisfaction and Frequency with Transition Teachers’ Competencies in Special Needs Schools’ School-to-Work Transitions

本研究は，特別支援学校高等部進路指導担当教員（以下，進路教員）の望ましい知識・スキルの獲得とそれらの知識・スキルの活用度及び満足度との関連性を検証することを目的とした。全国の特別支援学校（知的障害）高等部492校の進路教員492名を対象に自記式質問紙調査を行った。結果，「現場実習」と「職業開拓」の両方の知識・スキルを既得している教員は，そうでない教員と比較してその知識・スキルの活用度が高く，また自身の知識・スキルに対する満足度も高いことが明らかになった。また望ましい知識・スキルの獲得状況に関わらず，知識・スキルの活用度が高いとそれらに対する進路教員の満足度も相関して高くなる傾向があることが明らかになった。The aim of this paper was to verify the relevance between satisfaction and frequency with transition teachers’ knowledge and skills in special needs schools’ school-to-work transition. A questionnaire was sent to a total of 492 transition teachers belong to 492 special needs school for intellectual disabilities, for collecting data of transition teachers’ level of their knowledge and skills, satisfaction of their knowledge and skills, Frequency of their knowledge and skills on serving school-to-work transition. These data were using Pearson’s correlation coefficient and analysis of variance. As the result, transition teachers with high expertise indicated higher satisfaction and frequency of using their knowledge and skills comparison with the other teachers. In spite of the level of transition teachers’ expertise, frequency of using their knowledge and skills have a significant correlation with their satisfaction levels.本論文は広島大学大学院平成23年度博士学位論文「特別支援学校（知的障害）高等部進路指導担当教員のコンピテンシーに関する研究―就業支援に関する知識・スキルに着目して―」の一部を加筆修正したものである

Breakout Sessions <Special Contents: 2010 Hiroshima University Symposium on Special Needs Education "The Nature of Education after the Ratification of the Convention on the Rights of Persons with Disabilities : The Linkage between Special Needs Education and Conventional Education">

日時: 2010年6月20日(日) 10:00-16:50 ; 場所: 広島大学東広島キャンパスおよび広島大学サタケメモリアルホー

Prognosis and long-term neurodevelopmental outcome in conservatively treated twin-to-twin transfusion syndrome

<p>Abstract</p> <p>Background</p> <p>Amnioreduction remains a treatment option for pregnancies with twin-to-twin transfusion syndrome (TTTS) not meeting criteria for laser surgery or those in which it is not feasible. Amnioreduction is a relatively simple treatment which does not require sophisticated technical equipment. Previous reports of conservative management have indicated that major neurodevelopmental impairment occurs in 14.3-26% of survivors. The purpose of this study was to investigate long-term neurodevelopmental outcome in conservatively treated TTTS.</p> <p>Methods</p> <p>During the nine-year study period from January 1996 to December 2004, all pregnancies with TTTS who were admitted to our center were investigated. TTTS was diagnosed by using standard prenatal ultrasound criteria, and staged according to the criteria of Quintero <it>et al</it>. We reviewed gestational age at diagnosis, gestational age at delivery, the stage of TTTS at diagnosis, and diagnosis to delivery interval. Neonatal cranial ultrasound findings were reviewed and the neurodevelopmental outcomes were evaluated.</p> <p>Results</p> <p>Twenty-one pregnancies with TTTS were included. Thirteen pregnancies (62%) were treated with serial amnioreduction. The mean gestational age at delivery was 28 weeks (22 - 34 weeks). The perinatal mortality rate was 42.9%. Twenty survivors were followed up until at least 3 years of age. The mean age at follow-up was 6.3 years (3 - 12 years). Six children (30%) had neurodevelopmental impairment. Four children (20%) had major neurodevelopmental impairment and two children (10%) had minor neurodevelopmental impairment. Children with neurodevelopmental impairment were delivered before 29 weeks of gestation.</p> <p>Conclusions</p> <p>Our study showed a high rate of perinatal mortality and a high rate of major neurodevelopmental impairment in conservatively treated TTTS. The long-term outcomes for the survivors with TTTS were good when survivors were delivered after 29 weeks of gestation.</p

The 20th Anniversary Lecture and Symposium of the Center for Special Needs Education Research and Practice

・特別支援教育実践センターの役割 : 後進へのメッセージ...長澤泰子...2 ・Education and Inclusion in the United States （アメリカの教育とインクルージョン）...クリスティ・ホーン...7 ・日本におけるインクルーシブ教育とソーシャルインクルージョンの行方...落合俊郎...13 ・諸外国における特別支援教育，日本におけるインクルーシブ教育システムの構築とその現状...齊藤由美子...15 ・多様な子どもたちの学びを大切にした学校教育システムの構築に向けて...野口晃菜...19 ・インクルーシブ教育とソーシャルインクルージョン : これからの特別支援教育のあり方への提言...クリスティ・ホーン, 落合俊郎, 齊藤由美子, 野口晃菜, 川合紀宗...2

Transoral surgery for superficial head and neck cancer: National Multi‐Center Survey in Japan

Head and neck cancers, especially in hypopharynx and oropharynx, are often detected at advanced stage with poor prognosis. Narrow band imaging enables detection of superficial cancers and transoral surgery is performed with curative intent. However, pathological evaluation and real-world safety and clinical outcomes have not been clearly understood. The aim of this nationwide multicenter study was to investigate the safety and efficacy of transoral surgery for superficial head and neck cancer. We collected the patients with superficial head and neck squamous cell carcinoma who were treated by transoral surgery from 27 hospitals in Japan. Central pathology review was undertaken on all of the resected specimens. The primary objective was effectiveness of transoral surgery, and the secondary objective was safety including incidence and severity of adverse events. Among the 568 patients, a total of 662 lesions were primarily treated by 575 sessions of transoral surgery. The median tumor diameter was 12 mm (range 1–75) endoscopically. Among the lesions, 57.4% were diagnosed as squamous cell carcinoma in situ. The median procedure time was 48 minutes (range 2–357). Adverse events occurred in 12.7%. Life-threatening complications occurred in 0.5%, but there were no treatment-related deaths. During a median follow-up period of 46.1 months (range 1–113), the 3-year overall survival rate, relapse-free survival rate, cause-specific survival rate, and larynx-preservation survival rate were 88.1%, 84.4%, 99.6%, and 87.5%, respectively. Transoral surgery for superficial head and neck cancer offers effective minimally invasive treatment