2024-03-29T01:17:40Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00002101
2023-11-09T02:34:35Z
323:350:373:389
A RESEARCH ON GROUP ADJUSTMENT OF AUTISTIC CHILDREN (5)
<原著>自閉児の集団適応に関する研究 (5) : 授業分析を通して・その 2
丸井, 文男
5467
MARUI, Fumio
5468
蔭山, 英順
5469
KAGEYAMA, Hidenori
5470
神野, 秀雄
5471
JINNO, Hideo
5472
細野, 純子
5473
HOSONO, Junko
5474
水野, 真由美
5475
MIZUNO, Mayumi
5476
後藤, 秀爾
5477
GOTO, Shuji
5478
伊藤, 義美
5479
ITO, Yoshimi
5480
譲, 西賢
5481
YUZURI, Saiken
5482
遠藤, 由里
5483
ENDOH, Yuri
5484
加納, 敏子
5485
KANO, Toshiko
5486
山田, 絋正
5487
YAMADA, Kosho
5488
飯田, 和也
5489
IIDA, Kazuya
5490
1978-12-28
On the previous research, we discussed the efficacy of educational treatment for autistic children through the observation of child-teacher interactions in two special classes (T and M). We found that the the orientation of staves in Unit T was the Individual-Intensive-Immediate, on the other hand in Unit M was the Group-Extensive-Mediate. In this research, we observed the same classes (T and M) in order to disucuss the processes of child-teacher interactions for just one year, and further investigated the relation between the psycho-therapy process and the group adjustment process in school about one severely autistic child (KA) in Unit M. Compared with the previous orientations of two units, their orientations were more similar, that was to say, the orientation of Unit T was not only Individual-Intensive-Immediate but Group-Extensive-Mediate and the orientation of Unit M was not only Group-Extensive-Mediate but Individual-Intensive-Immediate. These processes were explained by follows. 1) The effect of change of class constitution caused by members change among children. 2) The effect of developments of autistic children. Through the case study for KA, we found that group adjustment process in school was nearly related to psycho-therapy process. But in future we should discuss the problem of how we could facilitate the developments of severely autistic children.
国立情報学研究所で電子化したコンテンツを使用している。
departmental bulletin paper
名古屋大学教育学部
1978-12-28
名古屋大學教育學部紀要. 教育心理学科
25
159
173
http://hdl.handle.net/2237/3524
03874796
jpn