Relation Between Activities Contained in the Curriculum and Basic Learning Skills: Lifelong Learning Assistance for Adults With Intellectual Disabilities

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  • IMAEDA Fumio
    Doctoral Course, The United Graduate School of Education, Tokyo Gakugei University
  • KANNO Atsushi
    Center for the Research and Support of Educational Practice, Tokyo Gakugei University

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  • 成人期知的障害者の生涯学習支援で取り組まれる学習内容と基礎的学習能力との関連
  • セイジンキ チテキ ショウガイシャ ノ ショウガイ ガクシュウ シエン デ トリクマレル ガクシュウ ナイヨウ ト キソテキ ガクシュウ ノウリョク ト ノ カンレン

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Abstract

The present study examined the relation between activities contained in the curriculum and basic learning skills in lifelong learning assistance for adults with intellectual disabilities. Adults with intellectual disabilities (N=181) completed a questionnaire. Factor analysis and 3-class quantification were used to extract 5 areas of learning activity: (a) money usage and utilization of local resources, (b) rule compliance, (c) preference-aligned choices, (d) voluntary cultural activities, and (e) movement, and 3 basic areas of learning skills: (a) basic concept of classification, (b) primary concepts of syllables, numbers, and time, and (c) concrete thinking. Multiple regression analysis revealed that the area of concrete thinking was significantly related to learning activity areas (a) money usage and utilization of local resources and (c) preference-aligned choices. These results suggest that learners should acquire concrete thinking in order to be able to perform learning activities on their own. Future research on lifelong learning opportunities should examine ways to help adults with intellectual disabilities acquire concrete thinking.

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