Relationship Between Developmental Stage of Congenitally Deaf-Blind Children and Instruction in Communication: Interviews With Teachers-Reference-Cited by-同舟云学术

Relationship Between Developmental Stage of Congenitally Deaf-Blind Children and Instruction in Communication: Interviews With Teachers

Published:2024-02-29 Issue:4 Volume:61 Page:181-190
ISSN:0387-3374
Container-title:The Japanese Journal of Special Education
language:en
Short-container-title:The Japanese Journal of Special Education

Author:

YOSHIMOTO Moe¹²,SASHIMA Tsuyoshi³

Affiliation:

1. Current affiliation: Kyoto Prefectural School for the Blind

2. Affiliation at the time of research: Graduate School of Comprehensive Human Sciences, University of Tsukuba

3. Faculty of Human Sciences, University of Tsukuba

Publisher

The Japanese Association of Special Education

Link

https://www.jstage.jst.go.jp/article/tokkyou/61/4/61_22A025/_pdf

Reference15 articles.

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2. Crook, C., Miles, B., & Riggio, M.（1999）Selection of communication modes. In B. Miles & M. Riggio（Eds.）, Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind. Perkins School for the Blind, Watertown, Massachusetts, 124-145.

3. 独立行政法人国立特別支援教育総合研究所（2018）特別支援学校における盲ろう幼児児童生徒の実態調査結果について（速報版）．独立行政法人国立特別支援教育研究所, 2018年7月26日，http://www.nise.go.jp/nc/wysiwyg/file/download/7/1850（2022年1月25日閲覧）.

4. 福島　智（1994）盲ろう児の言語発達と教育に関する文献的考察―「読み」の指導と想像力の形成を中心に―. 特殊教育学研究, 32（1）, 9-17.

5. 楠見友輔（2017）知的障害児との交流の質を規定する条件―交流経験の語りの質的分析―. 特殊教育学研究, 55, 189-199.