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乳児重症型先天性ミオパチー児の意思表出に関する教育的支援の展開過程 ―文字による意思表出の獲得―
https://mue.repo.nii.ac.jp/records/2000063
https://mue.repo.nii.ac.jp/records/200006301322508-b5c6-4021-a324-6bdf048355a0
名前 / ファイル | ライセンス | アクション |
---|---|---|
乳児重症型先天性ミオパチー児の意思表出に関する教育的支援の展開過程 (1.4 MB)
|
Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
---|---|---|---|---|---|---|
公開日 | 2024-04-18 | |||||
タイトル | ||||||
言語 | ja | |||||
タイトル | 乳児重症型先天性ミオパチー児の意思表出に関する教育的支援の展開過程 ―文字による意思表出の獲得― | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | The Process of Educational Support for Expression of Student with Severe Infantile Type of Congenital Myopathy: Acquisition of Written Communication | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 乳児重症型 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 先天性ミオパチー | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 重度肢体不自由 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 意思表出 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Severe Infantile Type | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Congenital Myopathy | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Severe Physical Disability | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Expression | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者名(日) |
寺本, 淳志
× 寺本, 淳志 |
|||||
抄録(日) | ||||||
内容記述 | 本研究は,1名の乳児重症型先天性筋疾患児の文字による意思表出の獲得を目指して行った教育的支援に関する実践研究である。対象児は,家族以外の他者とのコミュニケーションにおいては,係わり手からの問いかけに対する応答的な表出が多かった。そのため,文字による意思表出を行うことで,他者とのやりとりの内容が広がることや,対象児からのより主体的なやりとりが形成されることを重視した課題設定を行った。複数の課題を通して,課題に即した内容について,文字を使って筆者らに表出する行動が獲得された。重篤な運動障害やそれに伴うコミュニケーションや生活経験,及び学習経験の制限を踏まえ,対象児にとって未経験の,文字での意思表出に対する抵抗感に配慮しながら段階的な課題設定を行うことや,対象児が文字を使って表出することの意味を見いだせるような課題設定の工夫を行うことの重要性が示唆された。 | |||||
抄録(英) | ||||||
内容記述 | This is a practical study of educational support for acquisition of written communication of student with severe infantile type of congenital myopathy. In the subject's communication with non-family members, there was a tendency toward more responsive expression in response to questions from others. The author set up the task with an emphasis on the fact that the subject's acquisition of written communication expands the content of his/her interactions with others and forms more proactive interactions with the subject as the base. Therefore, it was important to set tasks with the intention of expanding the content of interactions with others and forming more proactive interactions in which the subject has the initiative through the acquisition of written communication. The subject has severe motor impairments and accompanying limitations in communication, daily living, and learning experiences. It was suggested that it is important to set up tasks in a step-by-step manner while taking into consideration the subject’s resistance to expressing her intentions using letters, which she has not experienced. It was also suggested that it is important to devise a task setting in which the subject can find meaning in expressing herself using letters. | |||||
言語 | en | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA1125110X | |||||
書誌情報 |
ja : 宮城教育大学紀要 巻 58, p. 261-271, 発行日 2024-03-31 |