Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development Issue 64
2015-12-18 発行

重度・重複障害児を対象とした関わりに関する教育研究の動向と課題

A Literature Review and Agenda regarding Communication for Children with Profound Intellectual and Multiple Disabilities
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abstract
This study reviewed the literature on communication for children with profound intellectual and multiple disabilities in order to clarify the research trends and problems. The author reviewed doctoral thesis in the field of education and academic papers on practical theory and case studies. The findings were as follows: Half of the doctoral thesis used organized psychophysiological research methods. In the academic papers on practical theory, a number of researchers and teachers drew on the theories of the primordial communication, the INREAL approach, and the co-creative communication approach. The case studies included hypothesis verification studies and qualitative studies. Through the literature review, the author clarified four issues in psychophysiological research methods and two issues in case study research.
description
本研究は,平成27年度~29年度科学研究費補助金基盤研究(C),課題番号(15K04440)の助成を受けたものである。
subject
重度・重複障害児
重症心身障害児
コミュニケーション
教育
文献レビュー
children with profound intellectual and multiple disabilities
PIMD
communication
education
literature review