Disability and Research

Although the history of disability science is not always long, it is hoped that it will develop
further in the future. A great deal of knowledge has been obtained so far, but in order to
further accumulate scientific knowledge and conduct logical development through practical and
interdisciplinary research fields, plan and execute research. It is a prerequisite that you learn
and acquire the correct methodology for putting together. In this chapter, we describe the
basic features of research on disability science, which are welfare methods, research methods,
and research methods based on literature. The pedagogical methods, psychological and
physiological methods, and examples of each of the research methods described here are
described in detail in Volume 6 of this series, but research on disability science is conducted
comprehensively from various perspectives. Also, from a comprehensive understanding of
disability science, it is very important to understand the basic concepts and methods of each
research method in order to proceed with research in the future.

PEDAGOGICAL METHODS
Methods in basic Pedagogy
In the field of basic pedagogy, it deals with the philosophy and philosophy of education for
persons with disabilities (persons), systems, history, policies, administrative and financial
matters, etc. It has a role to support schools and other practices theoretically, institutionally,
and in policy. In this field, there are methods based on surveys and field work, and recently
methods such as ethnographic have been adopted. However, most of the methods are based
solely on literature (research methods based on literature). (See section 5 of this chapter for
details, and see volume 6 for details.) Literature research methods are comprehensive and are
usually more active than imagined. The meaning of the comprehensive method means that, for
example, when examining philosophy and philosophy, it is far from grasping the substance even
if pursuing the surface of the stated language, so only the logical composition of a certain
philosophy or philosophy Instead, it is conscious of comparison with similar ideas that may
exist in time and space. The fact that the method is active means that bibliographic materials
are seldom concentrated in one place, so to collect necessary materials, various libraries and
archives must conduct extensive research. It also means that it is often necessary and
necessary to hear from the parties involved. In any educational concept or educational theory,
the purpose, the object, the method and the contents to achieve the purpose are assumed.
The purpose reflects the ideas and desires of the theorists and takes into account what kind of
children and adults are the targets. The circumstances that led to the conception of such a
theory of education, the relationship with the existing system, the financial resources for
realizing the theory of education, the content of the theory of education, etc. are always
implicit in the concept and the theory of education. Is also included. A prerequisite for
analyzing such a concept or educational theory is to find out what logic is involved. In other
words, in the education of children with disabilities (people), it is to pursue the logic of the
education. Education for children with disabilities has philosophies and aspirations not found in
other research fields, and has methods and means to achieve or realize them. What is at the
base of them is educational logic. In order for education for children with disabilities to be

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effective, established systems and ways of thinking had to be changed. To change them, new
logic was needed to replace the logic contained therein. Moreover, it is the logic of the
minority who persuades the majority of the people who support the established. Historically, it
can be said that the universality of cram schools for the education of children with disabilities,
which is the logic of the minority, has been gradually understood and expanded. And, in the
present, aiming for a symbiotic society, the logic of education for children with disabilities has
significant significance. But the problem will not be that simple. As education for children with
disabilities exists in the real world, there are naturally restrictions on funding and resources,
etc., and there will be issues of effectiveness rather than priority given to policies and social
issues. At the extreme, while recognizing the ideal of eliminating differences as ideals, and
approving disability as an example of difference and the important role of disability research in
eliminating differences, society, religion and culture, education, welfare, and wealth Is it
necessary to clarify the logic of individual disabilities in pursuing the relationship between
disability and gender? Through such work, the logic of education for children with disabilities in
modern times will also be established.
This is because pursuing a disability-only element may be acceptable in our community, but not
likely to be persuasive to others, the public, or society. is there. There is no new method of
literature research in basic pedagogy for children with disabilities. The setting of clear,
consistent, novel viewpoints, longitudinal or chronological analysis, cross-sectional and
comparative studies, and pluralistic analysis are common to general literature research
methods. These complexities are necessary to eliminate the romance of research procedures.
In other words, this is a basic technique for avoiding the manipulation and reading of the
reference material according to one's own idea and a prepared conclusion. However, due to
the comprehensive nature of disability science, it is indispensable to analyze in relation to
psychology and pathophysiology, etc., rather than ordinary basic pedagogy. For example, there
is no abstract educational teleology in basic pedagogy for children with severe disabilities.
Discussing the educational dates of children with disabilities and children with mild
developmental disabilities in an abstract manner would not be grounds for their respective
education and would have no practical meaning as a guide. Although the general philosophy of
education argues that "education is indispensable for humans to become humans", the basic
pedagogy of children with disabilities is based on the case of Avelon's wild children and Genie
(see Chapter 3 of this volume). Can discuss concretely while relating to psychology and
medicine. In other words, in basic pedagogy for children with disabilities, for example, while
envisioning a concrete image of a child with a disability based on a pathological image,
examining the psychological educational purpose, the idea of ​education, the ideal way of
school, teachers and children And the relationship between them can be reached. In that
sense, basic pedagogy for children with disabilities has the potential to produce research results
that are not available in normal basic pedagogy.

2. Method of school pedagogy-Make one classroom a research field. 1) The transformation of

the classroom, The situation surrounding classrooms has changed dramatically today. With the
advocacy of decentralization and deregulation in education, schools have been required to
make use of discretionary power to create distinctive education that is tailored to the local
situation and the actual situation of children and students. This is because it is now called the

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third educational reform following the Meiji Restoration period and after World War II. In the
course of these reforms, special education has been transformed into special support
education. In June 2006, a law that partially revised the School Education Law was enacted
(enforced in April 2007), and schools for the blind, deaf, and school for the disabled use the
expertise that has been cultivated so far. Based on the achievements, the school has decided
to establish a number of educational areas and shift to a special support school that provides
guidance and support to those who have further needs in the region. Special classes are special
support classes, and special education courses are newly added for instruction through regular
classes, which include learning disability, attention-deficit / hyperactivity disorder, and autism.
Can be organized and instructed. In addition, concepts that characterize special needs
education include special needs education coordinators, individual education support plans,
and regional special needs coordination councils. These have a common philosophy of
coordination and connection. In other words, special support education can be said to be an
education that connects people to people or business to business while anticipating the child's
life.

2 Collaboration system and teachers' specialties. In special education, in response to the severe
and overlapping disabilities of children and students, it is necessary to 関 連 clarify the
relationship between guidance during independence activities and the guidance of
independence activities by creating individual guidance plans. 2) Classroom management in
classroom management has been improved, and ③ the introduction of team teaching as a
class form has been used to enhance instruction and management. In other words, in special
education, it can be pointed out that the normal situation is that teachers collaborate with
colleagues on a school basis to solve problems. The structure of linkages in special needs
education requires that teachers work on a community-based basis to work with stakeholders,
such as health care, welfare, labor and universities, to resolve issues. Here, we can point out
the special features of special support education that are not available in other schools.
Here, we can point out the special features of special support education that are not available
in other schools. Speaking of the specialties of teachers, first of all, teacher individual models
are recalled. In other words, this model focuses on the knowledge, skills, and attitudes that
individual teachers need to acquire, and emphasizes this improvement. However, in the
context of special education and even special support education, collaborative problem solving
in schools has become the mainstream, and it is no longer possible to respond to new issues by
improving professionalism that depends on the teacher's individual model as before. Through
the role behaviors of teachers, teachers can solve problems in class and school education only
by collaborating with colleagues. A school education improvement model was proposed to
improve the quality of schools (Imazu, 1988). This model suggests the potential for improved
teacher development and professionalism in a collaborative setting, and it is important to
understand that teachers will have the right or wrong.

3) Methods in Special Needs Education The special needs education includes so-called learning
disabilities and attention-deficit / hyperactivity disorders, which are said to be enrolled in
elementary and junior high schools at a certain rate, in addition to disabilities stipulated in the
School Education Law Enforcement Order. In order to target people with mild developmental

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disabilities to education and support, many researchers have come and gone not only in special
support schools but also in elementary and junior high school classrooms for consultation,
guidance and support. The requirement for a researcher who uses a classroom as a research
field is that he or she must play a part in the cooperation of the classroom and understand the
context and ethics of the teacher. One way to meet this requirement. This focuses on the
sentence ethnography in which the parties live describes the evolution in terms of their
subjective meaning. In other words, it is indispensable to work from the perspective of the
parties and to properly position the subjective world of the parties in the historical and social
context. He strictly warns against considering the framework that researchers have already set
up for research. Akita (2005) emphasized that school-based research should focus on research
related to educational settings as: (1) faculty members are not positioned as collaborators in
different positions, (2) value-based academics supported by empirical facts. He pointed out
that the above requirements were neglected because he could not cope with the dynamism
that the class changed with the times. When the classroom is used as a field, it is
recommended to choose from various methods such as ethnography according to the logic.
Indeed, it can be understood that it requires researchers to have flexibility in thinking and to
acquire various methodologies. Needless to say, teachers as researchers are basically required
to do the same in classroom research.

■ References Kiyomi Akita, Ryoko Tsuneyoshi, Manabu Sato (2005) "Methodology of

Educational Research", The University of Tokyo Press Kojiro Imazu (1988), "The Current State of
Teachers and Today's Issues in Teacher Research," "Sociology of Education," Vol. 43, Toyokan
Publishing Company Ikuya Sato (1992) "Fieldwork-Let's Go to the City with a Book" Shinyosha

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Social welfare study method
This section outlines research methods (approach to Oka title) in social welfare studies.
However, social welfare research methods have a certain standard or standard, and researchers
do not always pursue their own research while complying with them. Speaking of the
interdisciplinary nature of social welfare, a very interdisciplinary way of thinking has pioneered
this field. In other words, various interdisciplinary research methods such as economics,
sociology, history, social security, psychology, pedagogy, health science, and cultural
anthropology have been adopted in this field. I think that we can have the degree of freedom
(flexibility) as an academic. However, on the other hand, it is also true that there is an attempt
to systematize the academic system from the standpoint of "social welfare as an academic". It
is important to note that our position in this paper is a viewpoint, a proposal, or a scholarly
scholarship, taking into account its limitations.
1. Current issues of social welfare research. The social and livelihood problems surrounding
social welfare today are full of complexity in their diversity. Through a variety of daily media, a
society with a declining birthrate, an unequal society, child abuse, suicide, overkill,
homelessness, abuse of the elderly, nursing care and childcare, domestic violence (DV), working
poor (low Income workers) Various social problems such as problems, dark addictions such as
alcoholism and drugs, employment and independence of disabled people after school age, and
family problems and life problems as a reflection of them. There is no day to not see. In the
21st century, our daily living world is full of issues related to the area of ​social welfare. Indeed,
the research topic of social welfare studies is our "daily life" itself. When the “daily life” is the
subject of research, how to extract that daily life as the research object is an important key as a
research idea (idea / creation).
Object of Social Welfare Research and History as Academic Research
1) Research on social welfare. Elephant Next, let's consider the subject of research on social
welfare. Determining the research target involves clarifying the position of the researcher
himself with respect to the target (research subject to be clarified). In the case of social
welfare, research approaches to research subjects are extremely interdisciplinary and diverse.
For example, the role of "social welfare" that emerged as a response to the problem of poverty
in the times has been changed from a method of critically interpreting "welfare of mercy" by
policymakers as a candy in a capitalist society. There are historical and policy studies (macro
studies) that lead to a shift to "welfare as the right" for the living of those who live. In addition,
the subjects of the study were to examine the relationship between the worker (worker) and
the recipient (client / user) of welfare work and the effectiveness and value of the technique
(interview, assessment, planning, evaluation, and follow-up). There is a methodology study
(micro study).

In recent years, there has been an intermediate area (for example, an area that studies the
linkages between institutional policy and the development of care, etc.), that is, a mezzo that
targets social networks, care management, and ecological approaches. There is a growing
interest in castle research. As mentioned earlier, the subject of social welfare research is
extremely diverse and fluid today. However, this is also a factor in the instability of the social
welfare discipline. In other words, a position that complies with basic disciplines, for example,
encompasses a wide range of interdisciplinary characters, including politics, economics,

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sociology, health sciences, pedagogy, psychology, philosophy, thought, and the arts. Therefore,
it is deeply related to the problem that causes the dilemma / fluctuations of the social welfare
of identities as academics within researchers. Researchers in social welfare are required to
overcome the instability.
2) History of research in social welfare studies. Next, I would like to mention a study on social
welfare that was in fetal life. Because we must not forget the fact that the foundation of
today's social welfare research has never been elucidated in the laboratory. The social welfare
research was a concrete social security policy research from the beginning, that is, a society
that was conducted as a concrete “poverty research”. At the end of the end of the year, she
was working for the Charity Organization Society (Cos) in the UK, after studying C. Booth's
poverty in London and BS Rowntree in Yorkshire. The British Declaration of the Welfare State
was born, symbolized by the words "from cradle to grave", describing the comprehensive social
security system that followed. In Japan as well, there are excellent research practices such as
social research on poverty research (Eiichi Eguchi) and living surveys (Kyo Noyama). See the
references for details.

3. Three social welfare research methods.

た い I would like to propose the following three approaches as approaches to social welfare
research.
1) Macro research approach The study of the history and ideas of social welfare and
institutional policy theory has been conventionally called the macro research method. In the
context of the law and measures of social security, welfare, and medical measures related to
social welfare that the state has put forward, how the real “healthy and cultural life (Article
25)” of the people is realized It is a research subject to ask (verify) strictly whether it can be
done. Specifically, today, social welfare-related laws, such as the Social Welfare Law, the
Livelihood Protection Law, the Basic Law for Persons with Disabilities, the Disability
Independence Support Law, the Elderly Welfare Law, the Child Welfare Law, the Nursing Care
Insurance Law, and other inconsistencies and system By conducting thorough verification of
the rules, macro access methods have the function of monitoring whether there are any people
who fall down or be excluded from the network of laws and institutional measures, and further
improve fairness. The role of equal and democratic law formulation and operation is to
implement proposals for logical and institutional policies.
(Micro) 2) A microscopic approach to research. 研究 This is a research method called social
work research called social welfare assistance technology / methodology. I will not discuss
what social work is (see volume 3 for details), but I would like to consider what a micro
approach is. In social welfare studies, to realize welfare as the right to live as a human being for
the target of social welfare (clients) (for example, families with living problems, children, the
elderly, persons with disabilities, etc.)> This is an area for studying methods and techniques for
realizing institutional measures in specific practical situations.
Specific methods of research on social welfare assistance theory include research on individuals
(cases), groups (groups), and regions (communities), and the methods of assistance (interviews,
assessments, plans, evaluations, supervisions). There are a wide range of research methods
ranging from methods) to social welfare survey methods that understand the needs of the
subjects. What is needed is research that develops and theorizes how effective the aid method

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is, and which works in practical applications. As for the method of developing the research,
learn how to understand the life from the actual situation of the client's life> (needs survey,
assessment research), and learn how to understand the object from the experience of the
client's life> (life history research, living History Studies), <Learning from Relationships>
(Development of Interview Techniques, Evaluation Research, Facility Management, Supervision
Research). In other words, social welfare studies as a method.
Mezzo 3) Modern social welfare: Mesoscopic approaches that integrate macro- and micro-
research are attracting attention as aspects of academic research. It presents a variety of issues
that combine macro and micro issues with the issues facing social welfare today. For example,
care / nursing problems are typical. In other words, the institutional measures that form the
place of care (home, facilities) and the tasks of the caregivers (help profession, family,
volunteers) have a relationship like two wheels of a car that are interconnected. In other
words, in the car of social welfare, it is becoming important to operate the steering wheel of
meso research, which links macro research and micro research while linking them. Typical
examples are ecological approaches, such as social support, care management, crisis
intervention theories, and human-environment interaction studies.
4) Significance of life survey and analysis as a method of social welfare research. に お い て In
all social welfare studies, there is a lifeline in how the subject's life is understood. From the
U.S.A., as specific research methods called life surveys / life analysis, household surveys,
household (family type) surveys, living conditions (needs), living time (lifestyle) surveys, and life
magazine (history) surveys ( Here, I would like to consider the significance of life surveys / life
analysis in the context of a history study. The purpose of life survey / life analysis is to discover
"facts" that depart from the wishes of researchers and investigators. In other words, the fact
data obtained by the survey is merely a factual fragment captured by a certain method, and
rather, it is necessary to determine the method to be used for the survey. In other words, the
validity and reliability of the survey method are required. However, in actual life surveys, it is
indispensable to prepare conditions for the subject to spontaneously tell the truth and to form
an equal human relationship with the subject. Without it, true research cannot be realized.
There must not be a relationship where one simply needs to take data from the other.
Furthermore, a survey that merely statistically analyzes the data obtained from the survey is
not really a true survey. It requires accurate interpretation of data by researchers who draw a
real feeling of life. For example, when a list of household items in a person's room was created
for each item in a household survey, even if they did not differ from the average household
item in Japan, they were actually large. If they were picked up from a garbage depot, repaired,
and used somehow, they would be able to say that the person's life was the average state of
life in Japan. Life surveys and life analysis are important issues to grasp the real feelings of the
life of the surveyed subjects, which cannot be described by a simple check method using a list
of items or data analysis by numerical analysis.
In other words, the task of social welfare research must be to elucidate, from a rich perspective,
the lives of humans living in that era or in this era and the social changes that surround them
and affect them on a daily basis. And the process of research is nothing more than reading the
"reality" drawn from the "work hypothesis" that exists between the theoretical hypothesis and
the data.

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4. Research and practice issues in social welfare studies.
Today, as social welfare issues generated by social change, empirical research on quantitative
statistics research and research that performs statistical analysis using needs surveys
(numerical data today and data) and quality research and research represented by fieldwork. It
is necessary to ensure that the results are not involved in the bureaucratic institutional debate
or the bargaining on social security issues. For this reason, the field of welfare, which is the
basis of social welfare research, is truly questioned. How to theorize practice
(EBP, Evidence Based Practice) Today, the Evidence Based Practice is beginning to develop
research knowledge. Attention has been focused on attempts to find a way out of that practice
(discovery of theory, theorization of practice). In this tide, what is the evidence in social
welfare research? Here, as research ethics, what kind of evidence should be interpreted
(meaning) the social reality (real) that emerges from the analysis of the obtained survey data?
Today, the core of social welfare research is the formation of the ability to endure the
observation of real practical facts and careful phenomena, and the steady accumulation of
survey data, rather than creating evidence based on the faith of science (Docma). Is required.
Literature
Eichi Eguchi (1990), “The Water Vessels of Social Research in Japan”, Eiichi Eguchi, Law and
Culture, edited by Eichi Eguchi (1987) “Analysis of Life from Welfare to Social Welfare Theory of
Social Welfare” Koseikan Kagoyamakyo (1985) "Volume 4 Survey of Life" Domes Publishing
(1984) "Kyoyama Kyo Collection Vol. 5 The Structure of National Life" Domes Publishing Sanada
Isamu (1987) "Conflicts in Postwar Social Welfare in Japan" Yokoyama Yoneyama (2005)
"Medical Science" Not "Chikuma Shinsho

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1. Psychological experimental methods
1) What is an experiment?
In the field of psychology, experimental methods have been used in many cases to examine the
psychological state of living organisms. An experiment can be defined as observing, recording,
and measuring by setting artificial conditions in order to clarify the conditions that cause
behavior and establish the functional relationship between the conditions and behavior. In
contrast, observing behavior as it is is called observation, and is distinguished from
experimentation (Shimada, 1999). Experiments are sometimes distinguished from laboratory
experiments and field experiments or field experiments in terms of the place where the
experiments are performed. Normally, researchers make hypotheses about the relationship
between conditions that cause behavior and behavior, and collect them as working hypothesis
to test them experimentally, and conduct experiments (hypothesis verification experiments).
On the other hand, in situations where it is difficult to make a sufficient hypothesis, such as in
the early stages of research, experiments may be performed to find out what factors cause
actions (experiment 248 experiments).
According to Toshima (1995), experiments are based on strictly controlled experimental
designs, with an emphasis on quantitative data. Such a technique can be applied to science in
general. Making observations in science accurate and public in nature is called descriptive. And
the words used to describe the observed events can (1) identify or identify the object (2)
indicate the characteristics of the identified or identified object (3) describe the relationship
between multiple objects or characteristics It is necessary to have the property of being able to
describe, but in practice, description is made using conceptual terms based on definitions that
limit the application. Behind the use of such conceptual terms, a physicist at Harvard
University, Bridgeman, suggested that “phrases and concepts in science should be defined by
sufficiently accurate descriptions of the specific procedures for their measurement. There is a
concept term used in the description of operationism, which has a position of operationism. It
is called “operational definition” and is described using conceptual terms limited to the
characteristics of events that can be applied under specific conditions (Christensen, 1994). For
example, a description of an excellent car salesman as shown in Figure 5-1 can be given as an
example of an operational definition.
2) Events handled in experiments. In order to make the operational definition of an
observational event scientifically meaningful, it is necessary to clarify the interconnections and
relationships between individual facts and events, and to determine whether laws can be
established from the obtained associations and relationships. Consideration is the purpose of
the scientific method. In addition, the relations between concepts and variables described in
rules need to be not only operational and definable, but also observable (Toshishima, 1995).
When such a relationship is expressed as a function expression, for example, in a function y = f
(x), a variable x defining y is an independent variable, and a reaction variable y derived from the
result of the function expression including x Is called a dependent variable. The question is
how the dependent variable is affected by changes in the independent variable. In the case of
experiments in psychology, the independent variable and the dependent variable are often
psychological functions such as “motivation and demand” that are difficult to directly observe.

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Therefore, in this case, it is represented by an external variable representing the psychological
function. In this case, the validity of the operation on the independent variable and the validity
of the measure of the dependent variable become problems. In experiments, at least one of
the variables, i.e., the independent variables or the experimental variables, is systematically
changed under predetermined conditions during the experiment, so condition control must be
exercised and implemented carefully. An experiment may be compared with or without an
independent variable, or may vary the independent variable quantitatively. In most
experiments, there are factors that affect the dependent variable other than the independent
variable. This variable is called a secondary variable or remainder variable (Shimada,
1999).Thus, the question of how to observe and describe psychological phenomena and to
make them scientific as objective data has been treated as important in the history of
psychology. . In the current psychological research, psychological phenomena are generalized
in some form to a limited extent, and data are written using quantitative and numerical
descriptions to facilitate the development of subsequent scientific logic. Simplification is
required (Toshishima, Kasa, 1995). 250
3) Scales treated in experiments
In psychological research, there are many phenomena that cannot directly measure the
variables treated as the center. It is necessary to create a scale that enables measurement
based on the raw data. This is called scaling (scale construction), and the results of measuring
events using the scale are used to construct theories and models (Chino, 1999). According to
Stevens (1951), the treated levels can be broadly divided into the four levels shown in Table 5-
1. In addition, the transformation of variables belonging to the scale must be performed within
the range that satisfies the required conditions in the table, that is, without impairing the
properties of the scale (Yamada Murai, 2004). Furthermore, the scale has restrictions on
necessary conditions and possible conversions depending on its type, and a higher level enables
various processes, while it can be said that the conversion is more restricted. Psycho-
experimental methods should treat variables corresponding to ratio scales and interval scales
as much as possible, but in practice it is often necessary to describe quantities at levels below
the interval scale. However, in any case, by performing appropriate quantification, it is possible
to objectively display the information included in the event, and the publicity that the same
conclusion is reached regardless of who handles it is also provided (Toshishima, 1995). In the
experiment, the independent variables described above are manipulated to examine whether
or not the dependent variable has any effect. In that case, it is necessary to examine in advance
whether data can be collected by appropriate scaling, and to confirm that appropriate methods
and study designs can be used. For details on psychological research methods, see Searle
(2005), Toshima and Iwaka (1993), Haebaru, Ichikawa and Shimoyama (2001).
4. Precautions for applying experimental methods in disability science Education for children
with disabilities, 4) Methods and methodologies for psychological research in disability science
are not fundamentally different from those widely used in psychology. It can be said that the
viewpoint of understanding characteristics is particularly important. According to Kurihara
(1979), the purpose of research using psychological and experimental methods in education for
children with disabilities can be broadly divided into the following three. (1) How does the
presence of disabilities such as sight, hearing, language, intelligence, movement, health, and
emotion affect the target individual's perception, emotion, learning, personality, language,

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adaptation, personality, development, etc. To gain a basic understanding of whether or not
they have a relationship with the psychological and social responses of those around them
(mothers, families, the general public, etc.) (2) . To pursue and solve concrete practical issues
in the educational support plan for individuals with disabilities based on the basic
understanding described above. (3) Through the above two studies, the psychology of all
children including children with disabilities In order to deepen the understanding of education
and how education should be done from both macroscopic and microscopic viewpoints, many
research results have been accumulated for the purposes of (1) and (2), but the viewpoint of (3)
Therefore, it is necessary to pursue research while organizing and integrating conventional
research results (Kurihara, 1979). In recent years, the importance of treating not only
quantitative data but also qualitative data has been pointed out (Searle, 1999). In disability
science, data collection and analysis are combined using various methods. It is increasingly
used.In studies on the social and psychological effects of disability, behavioral observation
methods, inspection methods, survey methods, case study methods, etc. are often used in
addition to experimental methods. However, it should be noted that there are some methods
that are not always appropriate from the viewpoint of the research content and the actual
condition of the target children. For example, in children with severe motor and intellectual
disabilities, testing and experimental methods are often not appropriate (Takayama, 1993). 52
In the experimental method for disabled children / persons, a comparison (two-group method)
between a disabled child / person and a typical developing child / person is often used.
However, the degree and state of disability of the subjects treated as children with disabilities
often differ greatly from one another, and there is always a risk in treating them as a group
without guaranteeing the homogeneity of dispersion (Takayama, 1993) . Therefore, it is not
enough to compare the characteristics of both of them quantitatively, and it is necessary to
consider the qualitative common points and differences between the two. In this regard,
studies on the developmental characteristics of children with disabilities include cross-sectional
studies that compare results between groups of different ages, and longitudinal studies that
examine changes in target children and the effects of treatment training over time.
Considerations from experimental designs in collecting data on age-related changes, such as
cognitive studies and cohort studies (Searl, 2005) with parallel follow-up of different age groups
for a fixed period of time Is essential. In addition, when conducting experimental research on
children with disabilities, it is necessary to take into account ethical considerations in
psychology. Specific issues include informed consent, privacy protection, and feedback on
research results (Japan Society for Developmental Psychology, 2000). The American
Psychological Association has developed ethical guidelines (Ray, 2003: American Psychological
Association, 2000), and many psychological societies have developed ethical guidelines and
ethical rules. The Japanese Society of Special Education has also prepared a code of ethics, so
please refer to it when conducting experiments on disabled children and persons.
Literature
American Psychological Association (2000) "Ethics and Code of Conduct for Psychologists"
Translated by Masatoshi Tomita and Michiko Fukasawa, between Shozo Kojima and Hideaki
Otsuka, Naotohito Chino (1999) "Measurement" Nakajima Yoshiaki, Kiyoji Ando, ​Masui Koyasu,
Yuji Sakino, Ryio Sakino, Masao Tachibana, Yuji Hakoda, ed. Asawa, Shinichi Ichikawa and
Haruhiko Shimoyama (2001) "Introduction to the Psychology Research Method: From Surveys

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to Experiments and Practices" Teruo Kurihara (1979), University of Tokyo Press (1979) From
the perspective of psychology, Motoo Ishibe, "Revised General Principles for the Education of
Disabled Children," Fukumura Shoten, pp.165-69. Supervised by the Japan Society for
Developmental Psychology, edited by Y. Furuzawa, Kozuo Saito, and Gaku Tsuzuki (2000)
"Psychology and Science Guidebook-Research and Clinical Practice" Rei Yukaku, W.J. (2003)
"Encyclopedia Psychology Research Methodology" translated by Keiji Okada, 253 Shobo,
Hokkaido University (Ray, WJ, 2003, Methods toward a science of behavior and er-ro perience.
7th ed. Belmont, CA: Wadsworth / Thomson Learning. ) Searle, A. (2005) "Introduction to the
Psychology Research Method" Translated by Sosuke Miyamoto and Mayumi Watazo, Searle, A.,
1999, Introducing research and data in psychology. London; New York: Routledge.
Hiroyuki Shimada (1999) "Experimental" Yoshiaki Nakajima, Kiyoshi Ando, ​Masashi Koyasu, Yuji
Sakano, Tadao Masao Tachibana, Yuji Hakoda, edited by "Psychology Dictionary CD-ROM
Version" Yoshiko Arizono Takayama (1993) "Mentally and physically handicapped children"
(Person) Research Trends and Issues, edited by Motoo Ishibe, "Introduction to Modern
Psychosomatic Disorders, Revised Edition", Fukumura Publishing, pp.213-23. Yasushi Toshima
(1995) "What is an Experiment in Psychology?" Edited by Yasushi Toshima and Hidetoshi Ikuwa,
"From an Introduction to an Experimental Manual for Psychology: From Introduction to
Practice," Kitaoji Shobo, pp. 2-27, Takeshi Yamada, Junichiro Murai ( 2004) "Understanding
Psychological Statistics" Minerva Publishing

Physiological experiments
Seirigaku-teki jikken-hō
1) Type of biological reaction. さ ま ざ ま Various physiological indicators have been measured
for people with disabilities (Fri) 6-2). The purpose of the measurement is not only for
diagnostic tests for diseases causing disabilities, but also for objective evaluation of their
physiological functions, understanding of psychological states, and understanding of
characteristics and mechanisms of disabilities. These results helped formulate policies for
treatment, guidance, and support (Kakiki, Yamazaki, and Fujiki, 1997). Physiological indices are
also used to understand children with severe multiple disabilities who have difficulty in
understanding their behavior and language in the outside world, and whose behavior is difficult
to grasp through behavioral observation (Kitajima, 2005). Physiological indices to be measured
are mainly those which can be measured percutaneously and non-invasively without
performing surgical treatment or causing pain to the subject. The following is a summary of the
main physiological indicators that are often taken up in disability science.
2. Physiological indices of the peripheral nervous system 1. Heart rate. Tension or excitement
causes heart pounding and an increase in heart rate is observed (Yamachi, 1981). You can see
that there is a relationship between heart movement and heart rate. It is empirically clear that
the heart rate increases during exercise. The function of the heart is measured by an
electrocardiogram and a valoximeter that measures the amount of oxygen in the blood (arterial
oxygen saturation: SpO2). Research example: Toshiyuki Hosaka (2003) “Evaluation of learning
evaluation based on heart rate response pattern using a valoximeter in a school setting”,
“Special Education Studies” 41 (4), pp. 387-93. In order to apply the analysis of the inner side of
the target to learning evaluation in a school setting, in a case of a child with severe multiple

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disability who showed a smile as a pleasant emotional behavior, the heart rate variability
measured by a pulse oximeter and the action As a result, we examined the relationship
between heart rate variability obtained from the pulse oximeter and a response similar to a
stereotactic slow response or an active biphasic response. It was suggested that heart rate
could be used as a physiological index for grasping.

2. Sleeping liquid amylase. Since sleep fluid is made from blood, changes in general condition
have some effect on saliva. If saliva is analyzed, the state of blood at the time of collecting it
can be grasped. It has been shown that quantification of cortisol and amylase in saliva enables
quantification of stress (Arai Yamaguchi, 2004). Research example: Maiko Watanabe and
Kazunori Takeda (2006) "Study on eustress evaluation in children with severe motor and
intellectual disabilities: a study using amylase activity value", "Transactions of the 4th Annual
Conference of the Japan Society for Special Education" p. 434. For two children with severe
motor and intellectual disabilities, we measure salivary amylase activity and heart rate during
snoozelen, a rehabilitation activity aimed at reducing unpleasant stress, and observe their
general condition. The evaluation of comfortable stress (eustress) in severely ill children
(persons) was examined using physiological indices. As a result, the changes in salivary amylase
activity during the snoozelen trial shown in this study were considered to reflect their eustress
status to some extent.
3 Eye movements
Humans collect intellectual and emotional information by moving their eyes. On the other
hand, various gestures and movements of the eyes may reflect the state of emotions,
emotions, and thoughts of the human, as it is said that the eyes say things as much as the
mouth. Numerous studies have been made on eye movements, that is, eye movements
(Gakusaka and Nakamizo, Koga, 1993). Examples of research being conducted: Shin-Yoichi
Karikamaru, Akira Yokkaichi, "(2005) Case study of sign language reading in congenital
reverberants using eye movement as an index", "Psychosomatic Studies", 29. pp.171-80. In this
study, using eye movement as an index, we examined eye movement by measuring eye
movements in terms of searching for visual information of congenital sinners in sign language
reading. As a result, it is suggested that a single person captures detailed information of the
mouth shape using central vision, captures hand movement information by peripheral vision,
and effectively reads sign language by integrating them. Was done.
4. Electromyogram
It is possible to grasp the state of infants' embraces, the state of walking, and the movements
of both children with disabilities by visual images such as VTRs or with the naked eye. However,
their detailed limb and trunk muscle usage makes it difficult to analyze VTRs with the naked
eye. The use of electromyograms makes it possible to capture in detail the timing and strength
of contraction of many muscle groups related to each joint of the body (Inokai, 1973). Research
examples: Toshifumi Kaki, Masaya Nakamura, Hideo Nakata (1991) "Walking of Retinitis
Pigmentosa in Low-Illuminance Conditions", "Transactions of the 17th Symposium on Sensory
Substitution", pp.75-78. In this study, we measured the changes in walking performance when
the illuminance condition was changed for retinitis pigmentosa with dark adaptation disorder
using EMG and walking speed as indices. 257 As a result, it was found that the lower limb
muscles during gait for retinitis pigmentosa had a longer activity cycle with decreased

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illuminance. These results suggest that the gait is taking place while taking a defensive posture
with mosquitoes on the lower limbs as the illuminance decreases. It turned out that the
amplitude of the electromyogram increased in the scarf abs, rectus femoris, and biceps femoris.
These results suggest that walking was performed while taking a defensive posture with strong
lower limbs as the illuminance decreased.
3) Central nervous system activity. 1. Features by method There is a method of estimating the
phenomenon in which the cerebrum is active using parameters such as electrical changes of
nerve cells (neurons), magnetic blood flow, and metabolic rate. The following methods are
frequently used. EEG (Electroencephalogram) as a method to measure the electrical activity of
nerve cells (neurons), MEG (Magnetoencephalograph) as a method to measure magnetic
activity, and blood flow activity as a method SPET (Single Photon Emission Computed
Tomography), PET (Positoron Emission Tomography), fMRI (Functional Magnetic Resonance
Imaging), NIRS (Near-Infrared Spectroscopy), and the like. These are extrinsic responses that
can be measured when the subject is at rest (EEG, ABR, MLR, SPECT, etc.) and intrinsic
responses that record the activity of the subject while performing any task (event-related
Potential, event-related evoked magnetic response, PET, MRI). In addition, although there is a
degree of difference, invasive tests and non-invasive tests may cause skin or blood vessels to be
injured by injection or have a bad effect on the body due to radiation exposure. Inspection and
divided into. Non-invasive tests include EEG, MEG, IMRI, and NIRS, and invasive tests include
SPECT and PET.
2 Current measurement.
a. Electroencephalogram (EEG) Dendrites are excited in parts of the dendrites, and current
flows inside and outside the cells. This extracellular current is amplified by an
electroencephalograph from an electrode placed on the scalp and recorded at rest.
Advantages: High time resolution, relatively low cost. Cons: Low spatial resolution, unable to
analyze brain surface divided into more than the number of electrodes.
bExogenous potential Basically, the principle is the same as that shown in EEG. The average of
the brain waves induced by hearing, sight, somatic sensation, and taste stimuli at rest is
averaged, and the three points of latency and amplitude measurement and waveform
morphology are analyzed. For example, in auditory input, an auditory brainstem response
(ABR: Auditory Brainstem Response), an auditory middle latency response (MLR: Auditory
Middle Latency Response), and a parietal slow response (SVR: Auditory Slow Vertex Response)
depend on the latency to be analyzed. is there.
Advantages: 1msec unit analysis and high time resolution. Disadvantages: Components other
than brain waves such as blinks, eye movements, body movements, myoelectric potentials,
sweating, and electrocardiograms are likely to be mixed in the recording. The effects of AC
disturbances due to electrical appliances and light lines are also likely to occur. Large individual
differences.
c Endogenous potential and ERP Event-Related Potential
A potential evoked in connection with some event. The subject is asked for some kind of task
transmission, and the potential during the task transmission is averaged and analyzed. The
advantages and disadvantages are common to extrinsic evoked potentials.
3 Measurement of magnetism MEG(Magnetoencephalography)

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Magnetoencephalography (MEG) Dendrites are excited and current flows inside and outside
the cell. The weak magnetic fluctuation that appears in the direction perpendicular to the
direction of the intracellular current is measured. Advantages: High time resolution, on the
order of several milliseconds. Higher spatial resolution than brain waves. Cons: Machine is
expensive. Large influence of magnetic noise.
4. Measurement of blood flow
a Measure blood flow in each part of the brain using PET (Positoron Emission Tomography)
radioactive material as a marker. An increase in local blood flow means that the metabolism of
nerve cells at the site of increased blood flow is active, and the subject is injected with a
radioisotope into the blood vessel of the right arm by vascular injection. Examine the
distribution of radiation (positron emission) with a special camera from various angles from
outside. Metabolism can also be measured Advantages: Brain activity can be understood in
three dimensions. Sugar metabolism and oxygen. Higher spatial resolution than SPECT.
Disadvantages: The low intensity of radiation does not immediately pose a danger to the
human body, but it is better to avoid heavy use. Expensive.
b When the technology called fMRI (functional Magnetic Resonance Imaging) BOLD (Blood
Oxygen Level Dependent) fMRI is used, iron oxide is converted to iron when hemoglobin in the
blood decreases. It is easily oxidized and darkens. On the other hand, when the nerve cells are
actively activated, the blood flow rich in hemoglobin appears brightly, and the activated site
can be identified. Pros: Spatial resolution is higher than PET. Non-invasive. Disadvantages:
High technical skills are required. High-precision data cannot be shown by only one case. Will
be shown as a group. It is difficult to obtain reliability data due to body movement. You have
to enter a small space.
c- NIRS (Near-infrared spectroscopy) Near-infrared light (wavelength 700 mm to 1000 nm),
which is highly transparent to living tissues such as the head and muscles, is irradiated from
above the scalp to This is a device that safely measures the hemoglobin oxygenation state in
blood by analyzing transmitted light. By utilizing the difference in absorbance between
oxygenated hemoglobin / myoglobin (oxy-Hb / Mb) and deoxygenated hemoglobin / myoglobin
(deoxy-Hb / Mb), it can be used for oxygenation / deoxygenation at specific sites. The total
amount of hemoglobin and myoglobin (total-Hb: blood volum) is measured. Advantages: Low
binding. The device is small and easy to measure. Disadvantages: Data changes depending on
the thickness of subcutaneous fat. In addition, the following issues are considered under study.
The degree of influence of blood on the artery side on blood on the capillary side and blood on
the venous side, and how much the oxygen dynamics of hemoglobin and myoglobin are
reflected, and the like.
Psychological research methods
. In the disability science, psychological research methods can be broadly classified into "by
observation" and "by language", as in the classification of the sequel (1978). Of these, those
based on language can be classified into three categories: interview methods, questionnaire
methods, and inspection methods. The questionnaire method is discussed here, but it can also
be divided into psychometric and social research methods. In the following, we will focus on
the Social Survey Law as “survey”.
1. Characteristics and limitations of research:

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Psychology studies the movements of a person's mind mainly through his / her behavior.
Academic behavior of a person can be significantly revealed by "observation" in a direct or
experimental situation. . However, the observation method does not sufficiently capture the
subjective movements (emotions, opinions, attitudes, etc.) that occur inside the mind in a
certain scene.Therefore, another approach called "survey method" was devised as one of the
language-mediated research methods.
1.Survey Target
The targets of the survey in the above are limited to those that satisfy the following conditions.
(A) Attributes, behaviors, and consciousness of the subject. (B) What the subject remembers or
is conscious of. (C) Those who do not dislike the subject even if they are known to others, or do
not violate ethics from social norms when asked. (D) The number of subjects can be secured to
some extent under controlled conditions. Among them, the condition (d) is particularly difficult
to satisfy the above conditions in the field of disability science. For example, in the case of
visually impaired children, the total number of children is small, and in blind schools and the
like, not only the proportion of children with multiple disabilities is high, but also children with
single disabilities are scattered in regular classes in various places. In such a situation, it is
difficult to recruit single disabled children. In addition, even for a disorder having a large
number of people, such as a movement disorder, the conditions are various, and it is not always
easy to control the conditions.
2. Characteristics of the survey.
The characteristics of the survey itself include the following advantages. (A) Since it can be
carried out simultaneously by a large number of people in a relatively short time, the conditions
for implementation can be uniform. (B) Many survey items are standardized and simple, so if
anyone follows a certain procedure under the same conditions, almost the same answer can be
obtained no matter who surveys and when. (C) Since most of the survey results are indicated
by numerical values, the digitized results can be analyzed by a computer or the like according to
mathematical rules. At this time, it is also possible to classify the events using the numerical
values ​of the survey results and objectively examine the relationship between the events. (D)
The survey can be conducted with only paper and writing utensils, so the cost is relatively low.
(3) Limitations of the survey The limitations of the survey include the following disadvantages.
(A) Basically, the survey target is limited to those who can read and understand the text written
on the questionnaire (self-written type). However, if it is difficult to fill in the answer due to the
nature of the disability, the investigator etc. may write (other writing style), but the effect on
the answer differs depending on who writes the letter. is necessary. (B) In general, there is a
risk that important parts of the event may be overlooked. (C) Surveys can capture a wide range
of individuals, but it is difficult to capture them deeply.　(D) When a defense mechanism is
used in answering, it is difficult to ensure the validity of the answer because the answer can be
different from that of the self. (E) When the survey results are quantified, they look objective
and there is a danger that only the numerical values ​will walk alone as a universal and absolute
thing. As a consideration in the field of disability science, the problem (a) is generally related to
age, but attention must also be paid to the relationship with the type of disability. For example,
people with intellectual disabilities often show difficulty in reading and writing characters even
at an older age, and many congenital severe hearing impaired people also have difficulty
understanding sentences. As described above, research has various strengths and weaknesses,

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but it is one of the important research methods in disability science, as the movement of the
human mind can only be efficiently captured by this method.

2. Basics of survey creation

The purpose of the survey.
Since the primary purpose of any survey is to know what it is, the first step in creating a
questionnaire is to clarify what you want to know. In the field of disability science, attention is
often paid not only to cognitive actions to understand various human behavioral problems but
also to practical aspects such as trying to improve the phenomena investigated based on them.
Even if there is a final purpose in the practical aspect, there is always a cognitive act as a direct
function of the survey, so if the purpose of obtaining accurate recognition is neglected, welfare
And strong disability issues, especially those with no value. If so, there is a danger that the
survey will be distracted from the diversity and complexity of social realities, resulting in a
biased survey. Such a survey only confirms the preconceived ideas you already have, and it
ends in mere self-satisfaction. Therefore, investigators need to be clear to themselves what
they are doing.
There are various forms in the request sentence and the face sheet questionnaire, but it can be
basically considered to be composed of three essential parts. That is, a cover including a
request sentence (a greeting sentence), a question sentence, and a face sheet (FS). Do not
neglect the parts other than the questions just because they are not directly related to the
contents of the survey.
aThe basic concept of the request sentence survey is to collect information through
communication between the surveyor and the surveyed person via one survey form.
Therefore, the request sentence on the cover has an important meaning in order to create a
trusting relationship to the extent that the subject is willing to provide a certain range of
personal information. It is important to remember that the request is not just a form or form,
but an important part of determining whether or not to cooperate with the investigation.
bFacesheet. Next, since it is indispensable in the survey to know what kind of person the
respondent is with whom to communicate, a question item is provided to clarify the attributes
and characteristics of the respondent. You need a facesheet. Facesheets are named after the
respondents because they represent the face of the respondent. However, asking a number of
privacy questions from the beginning can affect the response, such as rejecting the entire
survey or giving false answers, so it is now rather deliberately placed at the end. Many. In
addition, the result of the response to the face sheet is the most important indicator of the
classification of respondents in the analysis, but in the field of disability science, privacy related
matters such as disability status are indispensable according to the survey theme We have to
do it because we often try to keep things simple.
3 Question sentence.
Since the question sentence is the most important part of the questionnaire, it is most
important to follow the procedure for creating items properly. a. Gathering items. In order to
create items that measure what you want to know, what is your research and its significance to
existing knowledge, that is, how to develop existing knowledge It is necessary to have a clear
awareness of whether it is aimed at. For this purpose, it is necessary to collect research
materials (books, papers, personal records, newspaper and magazine clippings, etc.) related to

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the content to be measured, and refer to them. Regarding the interview with a person
concerned. It is also meaningful to ask for a free description.
b wording
In order to create a wording questionnaire, it is necessary to write each of the collected items
into a question and answer (options) suitable for the survey. This is called wording. The
questionnaire survey can be considered as a form of communication in which the surveyor and
the surveyee exchange messages through the question sentence and the answer sentence.
Therefore, it is necessary to use plain and easy-to-understand expressions that are close to
spoken language according to the language level of the surveyee. In particular, when targeting
persons with intellectual disabilities or hearing impairments, it is necessary not only to make
expressions easier but also to create them based on the opinions of experts and parties.
Needless to say, avoid using misleading Chinese or foreign words, but do not omit the subject
(especially "you") or the object to avoid misunderstanding. In addition, questions and choices
are ambiguously expressed, stereotyped verbal intellectual disabilities are leaves and
expressions, and double-barreled questions (when two or more answers are in a single
question, focus on both. It is necessary to take care not to use inductive questions. In addition,
avoid questions of a type that encourages negative awareness in answering the question, such
as "What type of student do you do not want to be classmates?" It is rare that items created
through such a process can be directly used as survey items. Therefore, it is necessary to check
and correct whether the created items match the contents and definitions to be measured and
whether they are comprehensively captured. In this case, it is often the case that a plurality of
persons who have some knowledge about the contents of the survey are evaluated, and the
content validity of the item is determined based on the matching rate.

3) Researcher attitude Lastly, the important thing is that researchers engage in social
relationships with others through research. When targeting children with disabilities (persons),
the "surveying party" may create a composition that looks down on the subject on a higher
horizon than the "surveyed party". . Such a posture must be avoided. Attempting to recognize
a person with a disability is an act of trying to recognize the social world in which he or she is,
and to begin with, "to understand human beings." Showing an attitude of trying to understand
the disabled child (person) who is the subject of the survey as a person on an equal footing not
only provides good communication with the other person, but also satisfies the ethical rules of
the survey, and In interpreting the results, it is an indispensable research attitude to produce
meaningful research results. To achieve this, special attention must be paid to protecting the
privacy of respondents, as well as explaining the research objectives to the survey participants
and agreeing to participate in the survey.

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Case Study
1. Objectives and types of case study method The case study method is a study method for one
or more cases. It is applied to persons and cases with specific disabilities and the same
characteristics for the following purposes. a) Identify whether the specific interventions (eg,
guidance and support) performed on the targeted case were able to produce the expected
results. b) Describe the characteristics of the target case in detail. Of these, the “single case
study method” is often applied to a) and the “other case study method” is applied to b)
Single case study method 2.
“Single subject research design” is a research method (experimental design method) originally
developed in behavior analysis (behavior analysis). It is widely used in the research of applied
behavior analysis (ABA) and behavior modification (Miltenberger, a study of a planned single
case or multiple cases). Law, 2003). It clarifies whether an intervention (such as guidance or
assistance) has occurred based on the target behavior that was about to change. In other
words, it is a research method that is useful when you want to clarify the effects of specific
conditions or the effectiveness of specific clinical or practical methods. If it is found that the
change in target behavior (dependent variable) is caused by the intervention (independent
variable), the change in target behavior and the intervention are said to have a "functional
relationship." Several designs have been developed to eliminate the possibility that changes in
target behavior may be caused by unexpected variables other than the intervention performed.
The main designs are introduced below.
1) AB design A refers to the baseline period, and measures the frequency and duration of target
behavior before intervention. B is the intervention period, which measures the frequency,
duration, and intensity of the target action during the execution of a specific intervention.
Then, the effect of the intervention is determined based on whether or not a certain change is
observed in the measured value in the intervention period as compared with the measured
value in the baseline period. This is the design most often used in practical research. Figure 5-2
shows an intervention (B) performed on one adult with autism who showed self-injury behavior
such as frequent scraping of the wrist in a facility for persons with intellectual disabilities. From
recreational recreational activities that were too easy for the subject to change to sewing
squads that took advantage of the subject's abilities and interests) that the incidence of self-
action was significantly reduced compared to before the intervention (A). It is a graph of AB
design with up (Kondo and Sonoyama, 2004). However, the AB design may reflect the effects of
factors other than intervention. For example, if radio exercises are newly performed in the
morning and lunch after October at the facility where the intervention in Figure 6-2 was
performed, the reduction in self-harm behavior may be the effect of radio exercises. I can't say
that there isn't at all (it didn't really happen). Therefore, it can be said that the proof that the
change in movement is only an effect of the intervention is not high. In AB design, it can be
said that the proof that a change in target behavior is the only effect of intervention is not high.
2) The ABAB reversal design
A (baseline period) and B (intervention period) are repeated twice. In other words, after the
first intervention period (B), the reversal is performed by returning to the baseline period (A)
and then performing the intervention period B) again. If the second A and B show the same
change in target behavior as the first A and B, the change was caused by a special intervention.

Page 19 of 2
However, in terms of ABAB reversal design, if the target behavior is a severe behavioral
problem (such as self-harming behavior), reversing back to degree A has ethical problems (ie,
violent behavioral problems). Will recur). Further, even if the place where the target action
has been learned is returned to A again, the learned target action (for example, writing a kanji
for swimming or riding a bicycle, etc.) is not restored.
3) Multiple-baseline design A design with high proof power that compensates for the
shortcomings of AB design and ABAB inversion design is a multilayer baseline design, and there
are the following three types. a) Multi-line baseline design among subjects: The same baseline
period A) and intervention period B) are performed for the same target behavior of multiple
subjects. Each subject has an AB design, but by applying it to multiple subjects, the proof of the
effect of the intervention is enhanced. However, the timing of the intervention should be
slightly shifted for each subject so that it is not affected by other factors existing at the same
time. b) Behavioral multi-layer baseline design The same baseline period A) and intervention
period B) are performed for multiple behaviors of one subject. The timing of the introduction
of the intervention is slightly shifted for each action. c) Multi-scene interline baseline design:
The same baseline period (A) and intervention period (B) are performed in multiple scenes for
the same target behavior of one subject. The timing of the introduction of interventions will be
slightly shifted depending on the situation.
4) Alternating-treatment design This is a method that alternates between a baseline session
and an intervention session, and is also called a multi-element design. For example, two (or
more) conditions per session, such as intervention condition 介入 for the first session,
intervention condition 第二 for the second session, intervention condition for the third session,
intervention condition を for the fourth session, etc. Introduce in turn. This is an advantage of
this design in that comparisons can be made for multiple condition periods.
3. Other case study methods The "single case study method" is a typical case study method in
which a design is drafted in advance and implemented systematically. In many cases, it is not
possible to draft a design in advance, and in that case, a research method targeting other cases
is applied. Many of these case studies have been a major turning point in subsequent studies.
For example, Kanner (1943), the world's first academic paper on autism, was a case study
detailing the symptoms and growth history of 11 children with similar characteristics one by
one. However, the method is not based on a research plan in advance, but is based on a
method that describes in detail multiple pieces of common information (symptoms, growth
history, etc.) about cases with the same characteristics (autistic symptoms). is there. There are
many other well-known studies based on such case study methods. Freud (S.) established
psychoanalysis based on analysis of symptoms, life histories, and dreams of individual neurotic
patients. Piaget (J. Piaget, J.) established his own developmental psychology for his three
children, mainly using behavioral observation records at home in everyday situations. Rev.
Singh (J.A.L.) also provides detailed observational records of two children, who were allegedly
raised in the wild in the forest (named Amara and Kamala after discovery). These case studies
have the following characteristics in common. a) Extract the characteristics to be studied
(autistic symptoms, unconscious behavior, phenomena characterizing each stage of
development, specific development, etc.). b) Gather multifaceted information about the
features.

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■ Literature
Freud, S. (1984) "Introduction to psychoanalysis (upper and lower)" by Yoshitaka Takahashi and
Yukiyama Shimosaka, Kancho, L. (1943) Autistic Disturbances of Affective Contact. Nervous
Child 2, pp.217-50.Mai Kondo and Shigeki Sonoyama (1984) 2004) "Intervention effects for
adults who show self-harm behavior entering a facility for the intellectually disabled", "Welfare
Psychology Research" 1, pp.34-42. Miltenberger, R. (2005) "Introduction to the Behavioral
Transformation Law" Translated by Shigeki Sonoyama, Fumiyuki Noro, Kunitaka Watanabe, Koji
Oishi, Niheisha Biage, J. (1978) "The Birth of Intelligence," translated by Satoru Tanimatsu and
Sumio Hamada, Minerva Shobo Sing, J.A. L. (1977) "A child raised by a wolf: Kamala and
Amara's parenting diary Fukumura Publishing

Literature research Method

1. Characteristics of Literature Research.
Literature research is, of course, not versatile, but there are problems that can only be achieved
with the literature, which cannot be elucidated by experiments, educational or psychological
clinical studies or research. For example, clinical studies typically involve one or a few children,
and quantitative research can reveal the overall characteristics and trends of a problem. The
experiment is more suitable for controlling the conditions and characterizing the behavior. On
the other hand, literature research can elucidate the actual substance and change of a certain
problem or person, and pursue its meaning. If you look at it longitudinally, you can catch it in
chronological order, and if you look at it in a wide range of spaces and cultures, you can
compare and examine it cross-sectionally. Such comparisons can also provide structural
analysis by using multiple sources.
On the other hand, collection of materials is time-consuming and time-consuming, and not all
collected materials can be used. Therefore, literature research is not a highly efficient method.
It is also a necessary condition that the themes that can be studied by the literature and the
literature research should be more appropriate. In addition, the method based on literature is
a loving method depending on how to operate materials and read. In fact, there are also
studies in which material and reading comprehension are manipulated in a manner that gives
priority to problem awareness. In short, the most remarkable thing in literature research is
love, whether it's collecting material or reading it. Literature research lacking such self-control
would render the entire literature study unreliable.
2. Systematic and pluralistic collection of documents
①1) Collection of litrature information. In recent years, bibliographic information is not stored
in a book card format or in book form, but is generally stored in an electronic database. Since
the search method differs depending on the database, it is necessary to know the individuality
of the database to improve the search efficiency. Databases are not universal. It does not
necessarily mean that the document does not exist because it does not hit with the search
word. Since the keyword is matched because the keywords match, if the keyword required in a
certain document is not the main content, there is a possibility that no hit is made. There are
also issues with the quality of the database. In this regard, Japanese academic databases are
not necessarily exhaustive. Even if there is no hit in the electronic database, there are many

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materials that can be found by conducting field surveys at libraries, paperbacks, and school-
related homes. Field surveys are an integral part of literature research.
2) Perspective of document collection
It is better to collect a large number of documents because it is possible to avoid romance, the
possibility of changing views due to time differences, and the possibility of obtaining more
necessary information. Because there is. However, literature collection needs to be focused. If
the intention of collection is not clear, there is a possibility that various opinions will be
accumulated. When collecting documents, it is necessary to first set certain intents and further
clarify them during the collection process. The collected documents need to be systematic.
This can be said in chronological order, and also for people. For example, it is necessary to
collect data consistently in consideration of the same disability type, educational / welfare
institutions having similar conditions, geographic common points, and the like. Fragmented
material that lacks systematic information about time and person is limited to partial
information that cannot be drawn as a whole. Diversity is also needed. For example, disability
type and condition, education or improvement potential, regional and other social and cultural
conditions, attributes of human resources, and the like. Literature collected only from a
specific viewpoint causes bias. By grasping the whole picture with diversified materials, it is
possible to position a specific viewpoint. Materials need to be as pluralistic as possible, and can
only be relativized by comparing them with other dimensions. The value of the material is in
the source material. Although the content of the information itself is the same as a copied
copy, especially in the case of historical materials, additional elements of the original material
that are reminiscent of the age or person, such as discoloration, smell, feel, etc. of the material,
are historical materials and readers It is a factor that cannot be ignored if we consider that the
establishment of an empathic relationship is one of the stages necessary for reading
comprehension. Therefore, in literature research, it is necessary to trace back to the source
material as much as possible. Gathering source material is a basic task that is also necessary to
confirm the accuracy of citations.
3) Literature selection viewpoint
As a matter of course, first, the literature must be in line with the purpose and intention of the
research. The second is that they can be collected. Knowing where you are may not always be
available due to geographic or cost considerations, and may not be available. Literature
research assumes that there is a certain amount of literature on the subject. In the case of a
theme with few documents, a different research method must be used.
4) Reading comprehension
There is a prerequisite for reading materials. It is not enough to be able to read and understand
the language of the material. Also, reading on the surface does not provide a thorough
understanding. An understanding of the content of the material begins only when one has an
attitude of interacting with the material without prejudice (close to a clinical counseling
mind).An understanding of the contents of a material begins only when one has an attitude of
interacting with the material without prejudice (close to a clinical counseling mind). It is
necessary for the reader to have a clear awareness of the problem and the viewpoint of reading
comprehension. The method of reading begins with the definition of a term. In fact, this task is
not so easy in the field of literature research. In particular, when the terms are not mature, the
same terms are often used in an ambiguous manner, and the analysis is started from an

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example of terminology. What is needed then is a reading comprehension that reads not the
text but the contents. Moreover, terminology varies over time, and even from country to
country, and may have different meanings in different research areas.
Basic reading comprehension method overlaps with data collection method. It is necessary to
read from a systematic point of view. Depending on the research subject, it is necessary to
read in chronological order, and in the case of a person, it is necessary to read the whole. Also,
since the problem is often not one dimension, reading the material from multiple sources can
give an overall picture. Further, for example, it is difficult to grasp the substance even if only
the philosophy and purpose are viewed, so it is necessary to analyze the views from various
perspectives or to correspond to the reality. These methods are for accurate reading of the
material.
5) Types of historical materials.
Historical materials are referred to as historical materials. Historical materials are divided into
primary historical materials and secondary historical materials. The primary source is the
historical source created at that time, but the primary source in disability science is based on
documents and educational materials such as records and reports of schools and facilities
created at that time. Often used as documentation. Diaries, memos, letters, etc. of teachers,
facility officials, parents and parties are also historical materials to be used. In contrast, works
later created based on primary sources are secondary sources. However, in the case of
research aimed at analyzing older secondary sources, secondary sources are treated as primary
sources. Because studies are respected for their originality, studies based solely on secondary
sources or existing research literature are poorly rated, but research is not based on primary
sources. It is another matter whether the contents of primary archives are accurate or not.
That's why reading comprehension is important.
The types of historical materials are becoming increasingly diverse. Printed materials include
ordinary books, magazines, newspapers and the like, and reprints thereof. In addition to
commercial products that follow the ordinary distribution channels, there are also non-sale
products and private editions. In addition to print, in the form of printing, there is also a shosho
version, which was a printing method until the spread of electronic copies, and a copy used in
the 1960s, which was called blue printing which disappears if it is placed in a bright place. In
some cases, photo forms called microfoams are produced as copies that are most resistant to
aging. There are also old documents. Letters and notes may be important. Video materials
and paintings are also used. In addition to visual materials, interviews with stakeholders may
be supplemental to the literature material and may be as important as the literature material.
Archeological materials, such as human bones, are also sources of inferring the lives of people
with disabilities.
In recent years, electronic materials have been especially digitized. Until now, it is a
revolutionary material in the sense of openness, where historical materials that were only
available to a limited number of people are digitized and published on the Web. In other
words, if there is a personal computer and external connection equipment, anyone can access
digital materials recorded in existing databases, regardless of country, location, wealth, gender,
age, etc. Moreover, such electronic materials are being rapidly expanded and accumulated in
various libraries. This is much more efficient and economical than the traditional method of
collecting materials using hands, feet and large amounts of money.

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However, care must be taken when handling Internet materials. First, there is the question of
truth. There can be intentional false information, and materials with incorrect transcriptions
and incorrect character conversions are often published on the Internet. Therefore, the
material which made the original material into PDF is more reliable. Internet materials, as is
often said, are bouldered. It will not be useful if the user does not have the ability to identify it.
Secondly, since all materials cannot be stored in a database, there is always a part of work that
cannot be done by sedentary work as before.
What is important as a type of material reflects the changes of each era. For example, to
understand the essence of education and welfare relating to children with disabilities (persons),
schools, facilities, and related personnel were required in times when there was a strong
interest in the process of establishing them. If respect for the intentions and choices of the
parties is becoming a trend, it is important that the materials related to what the parties felt,
thought and acted on, as well as the materials left by the teachers and facility personnel
involved in the parties. Research material.
References
Makio Nakamura (2005) “Collection and Issues of Historical Documents Related to Facilities for
Disabled Persons in Schools for the Disabled: Focusing on the United States of America”
“Research on Social Work History” No. 33, pp.23-37

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