Basic survey on children and teachers in special classes for children with low vision in Japan
Basic survey on children and teachers in special classes for children with low vision in Japan
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日本低视力儿童特殊班儿童和教师的基础调查
DOI：
10.1177/0264619620945351
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Takeshi Kaneko
中科院分区：
文献类型：
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作者：
T. Nishimura;K. Doi;M. Sawada;Takeshi Kaneko
本研究通过对日本小学和初中低视力儿童特殊班教师的问卷调查，了解低视力儿童特殊班的基本情况、学习现状和教师指导的现状。低视力儿童特殊班是在小学和初中特别组织的班级，提供适合低视力儿童的教育。儿童的基本数据项目包括年级、性别和视力，以及他们在学习中使用的书面文字、弱视设备和教科书。调查还收集了关于教师在教学中使用的信息和通信技术设备、教师的教学经验年数、教师教育视障儿童的经验年数以及教师希望提高其视障儿童教育专业化的培训内容或主题的答复。除了获得与儿童性别和视力有关的基本项目的统计数据外，通过与以前的研究结果进行比较，结果显示了儿童实际情况多年来的变化。具体而言，视力低于20/66的儿童比例增加，盲文使用率下降。我们还了解到，虽然放大的教科书和ICT设备的使用率正在增加，但使用低视力设备的比例正在下降。此外，调查显示，大多数教师从事视力受损儿童教育的经验不足3年，而不考虑一般的教学经验，因此相当需要进行基本知识培训。
Through a questionnaire survey of teachers of special classes for children with low vision in Japan’s primary and lower secondary schools, this study aims to clarify the basic data of children in these classes, the realities of their learning situations, and the realities of the instruction they receive from their teachers. A special class for children with low vision is a class specially organised in primary and lower secondary schools to deliver an education that is appropriate to children with low vision. Basic data items for children covered grade, sex, and visual acuity and also the written characters, low-vision devices, and textbooks that they use in their studies. The survey also elicited responses about the information and communication technology (ICT) devices that teachers use in their teaching, their number of years’ teaching experience, their number of years’ experience teaching children who are visually impaired, and the content or topic of training that they desire to improve their specialisation in the education of children who are visually impaired. In addition to obtaining statistics on basic items related to children’s sex and visual acuity, the results revealed change in children’s actual situations over the years through comparison with the results of previous studies. Specifically, the percentage of children with visual acuity under 20/66 increased, and the usage rate of braille decreased. We also learned that while usage rates of enlarged textbooks and ICT devices are increasing, the rate of using low-vision devices is decreasing. In addition, it was revealed that a majority of teachers had less than 3 years’ experience in education for children who are visually impaired, regardless of general teaching experience, and that there is a considerable need for training in basic knowledge.