Pedagogical Content Knowledge in Special Needs Education: A Case Study of an Art Project with the Multiple/Severe Handicapped

Autor/in	Murayama, Taku
Titel	Pedagogical Content Knowledge in Special Needs Education: A Case Study of an Art Project with the Multiple/Severe Handicapped
Quelle	In: Universal Journal of Educational Research, 4 (2016) 6, S.1282-1287 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Undergraduate Study; Special Education Teachers; Foreign Countries; Disabilities; Severe Disabilities; Communication Strategies; Art Activities; Pedagogical Content Knowledge; Preservice Teacher Education; Multiple Disabilities; Workshops; Hospitals; Children; Nonverbal Communication; Cooperation; Student Attitudes; Group Discussion; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Grundstudium; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Handicap; Behinderung; Severe disability; Schwerbehinderung; Kommunikationsstrategie; Künstlerische Tätigkeit; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Multiple disability; Mehrfachbehinderung; Lernwerkstatt; Schulung; Krankengymnast; Krankenhaus; Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation; Co-operation; Kooperation; Schülerverhalten; Gruppendiskussion
Abstract	This paper focuses on a project in teacher education through art activities at the undergraduate level. The main theme is art activities by university students and multiple and severe handicapped students. This project has two significant points for the preparation of special education teachers. One point is the opportunity for field work. Even students majoring in special education have insufficient opportunities for field research in places where there are multiple handicapped students because of restricted accessibility, including limitations attributable to medical care. The other point concerns professional learning. In the Japanese system, certification for special education teachers is based on that of regular schools. The students learn about the subject knowledge with non-disabled students in mind, so they have a few chances to learn and inquire about pedagogical content knowledge for severely handicapped students. Both qualitative and narrative analysis has been attempted in this research. The main topics are the university students' awareness and recognition of the communication styles--including non-verbal ones--of the multiple handicapped, and the change in students' views regarding multiple handicapped students' learning and activities through the art activities. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01