权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Support systems for homebound/hospital education program for children with sever motor and intellectual disabilities.

针对严重运动和智力障碍儿童的居家/医院教育计划支持系统。

基本信息

批准号：
14380097
负责人：
KATAGIRI Kazuo
金额：
$ 8.32万
依托单位：
Kanazawa University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

The children with sever motor and intellectual disabilities (SMID) are unable to attend school due to profound retardation and one or multiple handicaps. They receive homebound/hospital education program.The purpose of this study was to develop the support systems for homebound/hospital education program for children with SMID. Results were as follows :1.The children with SMID don't express overt behavior response to teacher's intervention. Through follow-up studies, we had more detailed processes of early communication. To facilitate to intentional expression, it was a critical factor to promote early interaction. Specifically, teacher needed to provide various expressions consistently and continuously, in his interaction with the children with SMID. In the course of these interactions, the children with SMID acquired the intentional expression.2.The children with SMID have sever restriction in communication with other people. Recently, newly developed method of Internet-meeting is available in daily life and such change of environment might improve restriction of communication in the children with SMID. This study aimed to investigate change of quality of interaction in the children with SMID and to clarify recommended conditions of internet-meeting. A subject was one child with SMID who has been taught AAC skills during half a year. At the beginning of the sessions of internet-meeting, most interaction was started by the teacher. After eleven sessions of Internet-meeting, a child showed active tendency of maintaining communication. This tendency was also observed in direct, face to face communication in a child's home environment. Theme of communication was changed by child's own behavior with utterance. Above results indicate that internet-meeting by the teacher is effective in facilitation of communication.

患有严重运动和智力残疾的儿童由于严重的智力迟钝和一种或多种残疾而无法上学。本研究的目的在发展居家/住院教育的支援系统，以协助重度精神分裂症儿童居家/住院教育。研究结果表明：1、SMID儿童对教师的干预没有明显的行为反应。通过后续研究，我们对早期沟通的过程有了更详细的了解。为了促进意向表达，促进早期互动是一个关键因素。具体而言，教师在与SMID儿童的互动中，需要持续不断地提供各种表达方式。在这些互动过程中，SMID儿童获得了意向性表达。2. SMID儿童在与他人的交流中存在严重的限制。最近，新开发的互联网会议方法在日常生活中可用，这种环境的改变可能会改善SMID儿童的交流限制。本研究旨在探讨自我监控型人格障碍儿童互动质量的变化，并探讨网络会议的推荐条件。研究对象是一名患有SMID的儿童，他已经被教授了半年的AAC技能。在网络会议的开始阶段，大多数互动都是由教师发起的。在11次网络会议后，一名儿童表现出保持交流的积极倾向。在孩子的家庭环境中，直接的、面对面的交流也观察到了这种倾向。儿童自身的言语行为改变了交际的主题。以上结果表明，教师的网络会议对促进教师的交流是有效的。