発達障害の疑われる幼稚園児に対する就学支援プログラムの効果の検討 [in Japanese] Effects of an Intervention Program for Supporting School Entry by Children With Developmental Disabilities [in Japanese]
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The present study examined effectiveness of a training program for the transition from kindergarten to elementary school by children with developmental disabilities. The purpose of the training program was to teach the children skills needed in order to participate in classes in elementary school. Participants were 5 senior kindergarten students with developmental disabilities. The 4-session training program was conducted in the elementary school that the participants would be entering. In the first session, the children introduced themselves and did exercises, such as with a trampoline and balance beam. The second session consisted of activities such as how to use the nurse's office and the lunch room. The third session consisted of arts and crafts, and the fourth, of language training and stacking blocks. In addition, all sessions included practice on greetings for the start of the class, recess, and free time, including greetings when entering the classroom, greetings at the start of class, raising one's hand for permission to ask a question, watching the presenter, and standing in line. Children who performed a target behavior correctly were praised; if they did not practice the target behavior, the trainer prompted them to do so. The children's target behaviors were evaluated through video recordings of the children and from questionnaires completed by the trainers. In addition, after the children had entered elementary school, their behavior was assessed there. The assessments indicated that after the training, all the children had acquired most of the target behaviors, and did them even after the end of the training program. The present results suggest that the training program was effective in assisting these children in the transition from kindergarten to elementary school.
- The Japanese Journal of Special Education
The Japanese Journal of Special Education 50(1), 65-74, 2012
The Japanese Association of Special Education