The effects on education at special schools for the intellectual handicapped by using augmentative and alternated communication.

使用增强和交替交流对智力障碍特殊学校教育的影响。

• 批准号: 15530630
• 负责人: ITOH Hideo
• 金额: $ 2.43万
• 依托单位: Hiroshima International University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530630/
• 关键词: AAC; communication; visual supports; improve education plan; 知的障害養護学校; VOCA; 補助・代替コミュニケーション; 双方向; 授業への取り組み; 携帯電話; 教員の専門性向上; 個別の指導計画

1. The results of a questionnaire on AAC.I found good effects on education among the teachers at special schools for the intellectual handicapped, for example, they have increased knowledge of AAC, they have improved teaching method, and they have tried to use AAC at their classes after I supervised them. When the teachers introduced AAC for their classes, they tried to develop their nonverbal instructions, assessment of receptive language and expressive language of their students, and visual supports for their students with autism.2. The joint research on AAC with the teachers at the special schools for intellectual handicapped.A teacher at a special school for the intellectual handicapped used PIC for her junior-high student with Down's syndrome who was selective mutism. When the teacher introduced PIC for the student, his stress and tantrum was reduced.A teacher at a special school for the intellectual handicapped introduce graphic symbols for her high school student who did not do … More his work spontaneously. The result showed that he could understand his schedule, do his work spontaneously, and increase his speech behaviors.A teacher at a special school for the intellectual handicapped used "Big Mac" for her grader with autism. She worked with AAC for the first time. She felt it useful when her student improved her communication with Big Mac. She, however, felt difficulty when she tried to use it with other teachers who did not understand AAC.A teacher at a special school for the intellectual handicapped developed new communication system with a mobile phone for her high school student with mute autism. A mobile phone is a very small, useful communication aid for the challenged. In this case, we simply used one as a communication aid, and not as a telephone. This enabled a young woman with autism to communicate with us fluently by showing us words and phrases she chose on her cell phone, or she could write words or sentences using the phone. We could easily understand her messages on the liquid-crystal display of her mobile phone. It was relatively difficult to show the display to her communication partner because she also has autism; however, she learned it quickly. It was easier to show the cell phone to a person after she input words than to have to follow the input process when communicating using a board with hiragana. We noted that she had fewer tantrums and became calmer once she started using the cell phone as a communication aid. She also enjoyed listening to music with her cell phone during her free time. Less

1.对智障学校教师进行的AAC.I问卷调查结果表明，AAC对智障教师的教育有很好的促进作用，如提高了对AAC的认识、改进了教学方法、在我的指导下尝试在课堂上使用AAC等。当教师将AAC引入他们的课堂时，他们试图发展他们的非语言教学，对学生的接受性语言和表达语言的评估，以及对患有自闭症的学生的视觉支持。AAC与智障特殊学校教师的联合研究一所智障特殊学校的教师为她患有唐氏综合征的初中生选择性沉默使用了PIC。当老师为学生介绍…时，他的压力和脾气都减轻了。一所智障特殊学校的老师为她不做PIC的高中生介绍图形符号更多的是他自发的工作。结果表明，他能理解自己的时间表，自发地做工作，并增加他的言语行为。一位智障特殊学校的老师给她的自闭症评分员使用了“巨无霸”。她第一次与瑞声合作。当她的学生改善了她与巨无霸的交流时，她觉得这很有用。然而，当她试图与其他不理解AAC.A的老师一起使用它时，她感到困难。一位智障特殊学校的老师为她患有哑巴自闭症的高中生开发了一种带有手机的新交流系统。手机是一种非常小的、对有困难的人有用的交流工具。在这种情况下，我们只是将其用作通信辅助工具，而不是电话。这使得一位患有自闭症的年轻女性可以通过向我们展示她在手机上选择的单词和短语来与我们流利地交流，或者她可以用手机写单词或句子。我们可以很容易地在她手机的液晶显示屏上理解她的信息。向她的交流伙伴展示显示器相对困难，因为她也患有自闭症；然而，她很快就学会了。在她输入单词后向她展示手机比使用黑板与平假名交流时必须遵循输入过程要容易得多。我们注意到，当她开始使用手机作为交流辅助工具时，她的脾气变得更少了，变得更平静了。她还喜欢在空闲时间用手机听音乐。较少