Sensory Characteristics of Children with Intellectual Disabilities: A Parent-Teacher Comparison

DOI Web Site Web Site 参考文献19件
  • Nishida Tomoko
    Department of Education for Children with Special Needs, Faculty of Education, Kagawa University
  • Aoyama Yuka
    Department of Music, Faculty of Education, Kagawa University
  • Tada Mamoru
    Kagawa University Attached School for Special Needs Students
  • Enami Hiroshi
    Kagawa University Attached School for Special Needs Students
  • Kobayashi Takayoshi
    Kagawa University Attached School for Special Needs Students
  • Morikawa Yoshihiko
    Department of Occupational Therapy, Kawasaki Junior College of Rehabilitation
  • Kato Ikuko
    Department of Health Sciences, Faculty of Medicine, Kagawa University
  • Era Shukichi
    Graduate School of Education, Faculty of Education, Kagawa University

書誌事項

公開日
2024-08-31
資源種別
journal article
DOI
  • 10.6033/specialeducation.22-o012
公開者
一般社団法人 日本特殊教育学会

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説明

<p>This study examined a sample of children with intellectual disabilities enrolled in the elementary, lower-secondary, and upper-secondary departments of a special needs education school in Japan. For this purpose, the data was collected from the children’s parents and teachers by using the Japanese version of the Short Sensory Profile (SSP), after which the parent- and teacher-reported scores were compared and the sensory characteristics of the children were analyzed. Based on the findings, the total SSP scores were significantly lower among the upper-secondary children than among the elementary and lower-secondary children, whereas the parent-reported results showed significantly higher scores than the teacher-reported results. Additionally, sensory dysfunction was not only observed in the children with autism spectrum disorder (ASD), but also in those without ASD. As for the parent-reported results, the total scores for the children with mild intellectual disabilities did not significantly differ from those for the children with moderate to severe disabilities. Since the analysis of the subscale scores revealed several instances of disagreement between the parents and teachers, it is essential to use both sets of SSP results in order to support children with intellectual disabilities.</p>

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