Faculty Profiles - YOSHITOSHI Munehisa

Papers - YOSHITOSHI Munehisa

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How much do college students know about developmental disabilities, and what do they think about reasonable accommodations?

The bulletin of the Center for Special Needs Education Research and Practice, Graduate School of Education, Hiroshima University ( 18 ) 83 - 90 2020.3

Language：Japanese

This study aimed to clarify the impressions college students have of developmental disabilities; it also examined the extent of their knowledge of this topic and their perspectives regarding reasonable accommodations for these disabilities. A questionnaire related to these topics was implemented. A high ratio of respondents selected choices such as" active" and" obedient" to convey their impressions, indicating that many college students see developmental disabilities in a favorable light. Regarding knowledge, the respondents answered 7 of the 10 questions correctly more than 80% of the time, indicating that they had a certain amount of awareness about the topic. However, the study also showed that some of the students had an incorrect understanding of some of the fundamental and crucial aspects of these disabilities, such as whether they can be cured or whether they are caused by the parenting environment during childhood. Regarding reasonable accommodations, over 90% of respondents agreed with 6 of the 8 items, indicating that the majority approved of these measures. However, regarding the provision of reasonable accommodation, a larger number selected "cannot say one way or the other" when these measures had a direct effect on evaluations. If considerations that are easy for regular college students to accept could be implemented, it would make the provision of assistance measures to students with developmental disabilities easier, as well as contribute to developing an attitude of support provision, when necessary, among the general student body.

DOI： 10.15027/49085

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00049085

米国における特殊教育政策の展開とその課題

吉利宗久

発達障害研究（日本発達障害学会） 41 ( 2 ) 170 - 175 2019.8

定時制高校における発達障害の疑われる不登校経験生徒に対する組織的な支援の実際

趙氷雁, 吉利宗久

岡山大学教師教育開発センター紀要 8 135 - 149 2019.3

What do High School Students Know about Developmental Disabilities? : Survey of Current Status and Trends in a University Preparatory School Reviewed

YOSHITOSHI Munehisa・Murakami Rie

Japanese journal of learning disabilities 27 ( 4 ) 500 - 510 2018.11

Investigation of Actual Conditions for Advancement of a Local Special Education Center at a Special Needs Schools : A Survey Analysis of Boards of Education

SNE journal 24 ( 1 ) 143 - 153 2018.10

A Review of the U.S. Supreme Court decision in Endrew F. v. Douglas County School District (2017) : Implications for Academic Achievement for Students with Disabilities.

( 8 ) 207 - 212 2018.3

Language：Japanese

The purpose of this brief note was to understand the whole context of the "Endrew F. v. Douglas County School District " (2017) in the U.S. Supreme Court. The Individuals with Disabilities Education Act (IDEA) requires to guarantee a free appropriate public education (FAPE) for students with disabilities. In the "Board of Education of the Hendrick Hudson Central School District v. Rowley " (1982), the U.S. Supreme Court was rejected requirement to maximize educational potential of student. This decision has been quoted for a long time in the lower courts. However, new standard in the Andrew case was judged. We provides a summary of important legal contents.

DOI： 10.18926/CTED/55819

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University Students' Knowledge about Developmental and Intellectual Disabilities : A Questionnaire Analysis of Faculty of Education Students

Bulletin of the Graduate School of Education, Hiroshima University. Part. 1, Learning and curriculum development ( 67 ) 91 - 97 2018

Language：Japanese

This study explores the results of a questionnaire concerning faculty of education university students' understanding of intellectual and developmental disabilities and considered how a class may change the students' image and consciousness of disabilities. Thirty-six firstyear Faculty of Education students majoring in a special education program completed a questionnaire before and after a class to identify their image and understanding of disabilities. The results showed no change before and after the class focusing on the students' image and understanding of disabilities. Concerning the students' image of disabilities, the responses rated the ideas "we can live together" and "should live together" highly, which was a similar result to the preliminary research. Concerning the students' understanding, they showed a understanding of disabilities similar to their image, and scored highly in their response to their "will to understand and interact with people with disabilities." Therefore, the respondent's specialty was inferred to affect their image and understanding of disabilities.

DOI： 10.15027/46757

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Other Link： http://ir.lib.hiroshima-u.ac.jp/00046757

A Study on Recognition and Knowledge of University Students Concerning the Prenatal Diagnosis; Present Status and Future Perspective in Japan

7 ( 7 ) 193 - 202 2017.3