Language：Japanese  

This study examines the social inclusion functions of interaction through dance performance, appreciation, and creation, using examples from the regional collaboration projects "Dance Sharing Day" and "Challenged Dance Workshop" conducted by Sakai City and Kansai University. These activities provided individuals with disabilities access to cultural arts and opportunities for self-expression, fostering diverse dialogue and learning among the participants, audiences, and student volunteers. The findings suggest that extraordinary through experiences dance can enhance self-esteem and social connections for individuals with disabilities while offering new perspectives to audiences and supporters. The creation of such interactive spaces plays a vital role in achieving social inclusion. Moreover, this activity may be considered a significant first step in this direction.

DOI： 10.32286/0002002792

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Language：Japanese  

In this study, we focus on the challenges and prospects of physical education for visually impaired children in elementary and middle schools in our country, which serve as venues for all visually impaired children to experience physical activity. We provide an overview of how physical education for visually impaired children has been handled in post-war educational guidelines. We examine the issues in physical education for visually impaired children, using statistical data from the Ministry of Education, Culture, Sports, Science, and Technology as a reference. Current educational guidelines do not include specific instructions on physical education for visually impaired children. Instead, they indicate that lessons should follow the general guidelines for elementary and middle schools. However, statistical data shows that the number of students enrolled in special support schools for the visually impaired significantly decreased with an increase in the severity and multiplicity of disabilities. This suggests that it is challenging to implement physical education practices under the general school guidelines. Additionally, while the number of visually impaired children attending regular elementary and middle schools has increased, how these children participate in physical education with sighted children remains unclear, indicating that sharing information is one of the challenges.

DOI： 10.32286/0002002759

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Language：Japanese   Publisher：関西大学大学院人間健康研究科院生協議会  

視覚障害児は手本を見て動きの模倣ができないことや、とくに先天盲の場合はイメージを思い描くことが難しいため、身体運動の習得が困難になりがちである。しかし身体活動は視覚障害児の発達に重要であり、その身体運動能力の向上のためには身体を動かす経験、とくに教育の中での「体育」の活動がカギとなるであろう。そこで本稿では、視覚障害児がとらえている自身の身体のイメージ（ボディ・イメージ）の特性を探り、視覚障害児にとって運動経験の一つとして行われてきた視覚支援学校における「体育」を概観し、その特徴と課題を検討した上で、視覚障害児の運動機能及びボディ・イメージの向上にとってダンス活動が有効であるかについて考察することを目的とした。その結果、視覚障害児に対しては、視覚以外の感覚（聴覚や触覚など）に働きかけることにより、晴眼児と同じようにダンスの表現活動が可能であり、それによって普段は得にくいとされる“ボディ・イメージ”が獲得されるであろうことが示唆された。またそのようなダンスの活動は、視覚障害児が身体活動を行う視覚支援学校や視覚支援学級の現場においても、有用であろうと考えられた。視覚障害児に対する具体的な運動指導の内容や方法に関する研究は未だ少なく、本稿で検討したダンスの活動についても、視覚障害児にとって有効な運動経験となりうるよう今後実践を重ねて検証したい。
It is difficult for the visually impaired children to perform any dance activity, as they have vision limitations for learning the dance movements. Still physical activity plays an important role in the development of all children, it is essential to provide visually impaired children with adequate access to physical activity, particularly in school PE class, so as to uplift their physical capabilities. Based on other published research findings, this study aims to examine the effectiveness of dance activities for the visually impaired children and consider its appropriate application for school curriculum. In this study it was found that, by means of a non-visual medium such as auditory and tactile, the visually impaired children could do equally expressive performances as the sighted ones. This suggests that a tailored dance activity might help the visually impaired children to gain ‘body imagery’, which is normally difficult for them to achieve. It also suggests that such dance activity would be effective in schools for visually impaired children and in special support class in inclusive schools alike. However, little research has been done on practical teaching methods and their applications for the visually impaired children. This study on dance activity is to be furthered through firsthand research towards dance activity serving as more effective physical experience for the visually impaired children.

DOI： 10.32286/00026796

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Other Link： https://search.jamas.or.jp/link/ui/2022231236

Language：Japanese  

This paper discusses the significance for elderly/student participants in creating a stage performance during the period of the voluntary stay-at-home request issued by the Japanese government due to the COVID-19 pandemic. The workshop "Dance for Everyone," which had been suspended for nearly six months because of COVID-19, restarted in a non-face-to-face manner by exchanging videos and messages through SNS. According to the survey, this activity was received well by the majority of the elderly members, who enjoyed the sense of togetherness by talking and dancing online. Regarding the subsequent face-to-face workshop, while the students were concerned about the risk of infection, the elderly were not very concerned about getting infected. This may be attributed to their experience during the previous non-face-to-face session, which served to ease stress and to keep up and even strengthen their confidence in the other members and in the workshop as a whole.

DOI： 10.32286/00023079

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Other Link： http://id.ndl.go.jp/bib/031410567

Event date： 2024.12

Presentation type：Oral presentation (general)  

File： 第34回人体科学会-抄録-眺野・原田.pdf

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Author：Other 

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