WEKO3
アイテム
高等教育における発達障害学生への導入・初年次教育 －ＬＤ・ＡＤＨＤに特化したランドマーク・カレッジの場合－
http://hdl.handle.net/10105/1930
http://hdl.handle.net/10105/1930d999d45a-47ef-4532-87ad-af10c78a61df
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
玉村057-067.PDF (98.2 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-12-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 高等教育における発達障害学生への導入・初年次教育 －ＬＤ・ＡＤＨＤに特化したランドマーク・カレッジの場合－ | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | first year seminar/experience, LD/ADHD, self-understanding, self-advocacy skill, 導入・初年次教育, 発達障害, 障害の自己理解, セルフ・アドボカシー・スキル（自己権利擁護） | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
片岡, 美華
× 片岡, 美華
× 玉村, 公二彦
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| 著者(ヨミ) | ||||||||||
| 姓名 | カタオカ, ミカ | |||||||||
| 著者(ヨミ) | ||||||||||
| 姓名 | タマムラ, クニヒコ | |||||||||
| 著者別名 | ||||||||||
| 姓名 | KATAOKA, Mika | |||||||||
| 著者別名 | ||||||||||
| 姓名 | TAMAMURA, Kunihiko | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | First year experience is important to make smooth transition from high school to higher education. Students with LD and/or ADHD, especially may experience difficulties in registration of subjects, and social networking in the first year of higher education. This study reports on a freshman orientation and self-understanding subjects which placed in the first year subjects offered at Landmark College in the US. Such self-understanding subjects include understanding own disabilities, accepting themselves and building self-advocacy skills. These skills are required by self-independence in communities when students with LD and/or ADHD graduate and actually every student (without disability) needs it, too. Therefore the subject also means "first year seminar for the freshman" and needs to think about introduction of the general first year experience. This study also discussed how Japanese universities deliver effective first year experience which considers students with diverse needs. The result suggests two importance such as the way of delivery and continuous support/education from the first year experience. The former includes the availability of an array of information formats through multi-media such as visual and auditory resources. The latter for, example, is a peer mentor system. Of particular interest is this system where upper class students receive training in how to give advice and assistance to new students. This is beneficial for both the upper class and new students. On one hand, the new students will meet the upper class students with the same disabilities and this leads to reducing any anxiety the new student might feel about being in their new environment. On the other hand, the upper class students can showcase their experience and knowledge, and this leads to increasing their self-esteem. The reduction of anxiety, along with the increase in self-esteem are both necessary factors in positive transition support for students with LD and/or ADHD. | |||||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 58, 号 1, p. 57-67, 発行日 2009-11-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | First Year Experience of American Students with LD and ADHD in Higher Education | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
