Masayoshi Tsuge, Ph.D.
Disability Science, University of Tsukuba, Japan
Intellectual Disability, Developmental disability, and Behavioral Disorders studies
Lab. for Inclusive Education Future

member

Graduate students who submitted their dissertation

Laboratory research

(Since April 2014 (Appointed at University of Tsukuba). The theme of the research currently underway is a tentative title.)

Doctoral course (doctoral dissertation, etc.)

    • A study on the method of identifying children with the possibility of 2E in regular classrooms of public elementary schools in Japan
      -The development and evaluation of an educational program based on a 2E checklist for teachers-.   Yuuki Sawada
    • Elucidation of the process of stress in junior high schoolteachers working with students with autistic tendencies.-focusing on student guidance, academic guidance, and resource room guidance-.   Takuto Miyagawa
    • A study of the effectiveness of intervention using classroom atmosphere mature stage structural model:in regular elementary school classes in which students with developmental disabilities enrolled.   Honami Okabe
    • Research on the child care support system construction of intellectual and developmental disability infants of Japanese families in Paris, France.   Yuki Tajiri
    • Teacher Support Program to Promote the Creation and Implementation of “Behavior Support Plans” in Special Needs Schools for the intellectually disabled: Consideration of support for students who show behavioral problems.   Azusa Takatsu
    • Supporting Elementary Special Education Teachers Educating Students with Developmental Disabilities in Seattle Washington-Increasing Quality of Services for Twice Exceptional Students by Developing a Program Assessment for Teachers of Twice Exceptional Students.   Maki Ichikawa
    • A Study on a Class Consultation for Regular Classes with Children with Developmental Disabilities.~A Study on the Construction of a Model for Class Consultation in Elementary and Junior High Schools~.   Shintaro Nagayama
    • Research on nurturing self-esteem by teaching children with developmental disabilities in the resource room.  Yumi Itho
    • Employment support focusing on self-efficacy for individuals with autism spectrum disorder: Practice of post-work retrospective interviews.   Ayaka Sueyoshi
    • A Study of the Self Regulation Strategies in Employment for People with Intellectual Disabilities: The Characteristics of Strategies and Influence Factors.   Oyonbleg
    • Study on the “Personal Interview Preparation Sheet” for guardians and teachers of children with developmental disorder and tendencies.   Masako Hino

    Master’s program (master’s thesis, etc.)

    • Comparative study on the ideal way of understanding and education of developmental disabilities in elementary schools in Japan and Taiwan: From the current state of practice and the opinions of teachers. CHEN,HSUAN-LING
    • Study to solve problems regarding cooperation among related organizations for realization of inclusive educational system: Case study of Higashi-Matsuyama City Council for Self-support.   Hitomi Iizuka
    • Clarifying the roles of professions in employment support at schools for the mentally challenged.   Haruka Akiguchi
    • The actual situation of expressing the intentions of the parties and parents and providing reasonable accommodation in special needs education and child development support.    Suzuki Momo
    • Literature study on activities in collaboration between local communities and special support education schools: Case study on topics in “Cooperation and collaboration between schools and local communities.”  Hyuuga Satou
    • Study on the utilization of informational support for guardians of ASD children attending schools for the mentally challenged and their evaluation of its effectiveness in comforting parenting stress: Mainly focused on media support.  Ryousuke Kunimitsu
    • A literature study on special support education for children with autism spectrum disorder in Northwest China. ZHANG RUOMENG
    • Attitudes and perceptions toward psychiatric drug treatment for students of teachers at schools for the mentally challenged.  Kei Miyata
    • Study on the current situation and issues of educational intervention for communication skills of children with autism in Chinese special support education schools.  Yu Yang
    • Study on the collaboration between occupational therapists and teachers in special support education –Targeting occupational therapists participating as teachers in self-support activities in Kanagawa prefecture.  LIU RUIHAN
    • Literature study on the strengths of people with autism spectrum disorders in Japan -Suggestions for school education to “utilize” and “develop” the strengths of children with autism spectrum disorders-  Saki Watanabe
    • Study of relevance between social support, quality of life and parenting stress among parents of children with autism in China.  LI WENTING
    • Perceptions of guardians toward individual teaching plans for children enrolled in regular elementary school classes.  Nana Tsuchiya
    • Research to understand and support children who have special talents and developmental disabilities.  Yuuki Sawada
    • Study of high school students who return to regular classes after enrolling in in-hospital classes due to illness.  Tomomi Edagawa
    • Study on the development of workplaces for students with intellectual disabilities utilizing local industries.  Akihiro Ori
    • Study on effective uses of ICT devices for students with difficulties in verbal communication skills: A survey and educational practice using a “Voice pen” at schools for the mentally challenged.  Chiho Urushihata
    • Study on the professional growth of teachers working in special support education schools –Analysis of mid-level teachers using the Trajectory Equifinality Approach (TEA)–.   Takashi Hujita
    • Relationship between environmental factors and classroom atmosphere from the perspective of special support education in regular classrooms.   Honami Okabe
    • Relationship between subjective well-being, self-esteem and job satisfaction of working people with mild intellectual disabilities in Shanghai, China: A comparison of two types of employment.   Chen Kai
    • Developmental tendency of the interest of children enrolled in regular classes to children enrolled in special needs classes for intellectual disabilities and related factors: A questionnaire survey of first to sixth graders.   Rie Nagashima
    • Literature review on environmental adjustment regarding interaction with students with autism: Focusing on the interpersonal relationship.  Humiko Itou
    • Study on the process of goal setting in individual teaching plans in schools for the mentally challenged: Goal setting based on the perspective of development.  Tatsuko Hatsumura
    • Study on the implementation of learning evaluation by teachers in schools for the mentally challenged in Bandung, West Java, Indonesia –Review of the actual situation and approaches to learning evaluation.  EKA KOESUMA WARDHANY
    • Study of stress among mothers of preschool children with autism spectrum disorder in China: Focusing on the role of stress coping and resilience.  WANG YINGQI
    • Study of the visual representation of intellectual disabilities –Comparison of attitude change in understanding in terms of morality and knowledge among university students before and after a video viewing experiment.  Miya Okazaki
    • Study on the operation of resource classrooms in public elementary schools in Beijing, China
      –Focusing on actual operational conditions and difficulties felt by those in charge.   Zheng Yi
    • Consultation for all pupils in the entire regular classroom –Toward the improvement of classes in terms of special support education.   Shintarou Nagayama
    • Development of the evaluation standard of independence of students with intellectual disabilities enrolled in special support education schools.   Takuya KItazawa
    • The relationship between autism spectrum disorder tendencies and self-efficacy regarding career choices, attitudes toward part-time jobs, and career maturity among university students: A questionnaire survey at a university and interviews of students with developmental disorders.   Ayaka Sueyoshi
    • Study on sports activities of people with mild or moderate intellectual disabilities after graduation from schools –From an actual condition survey and narratives of people with mild or moderate intellectual disabilities in Gifu prefecture.   Shinichi Baba
    • Study on the current situation and satisfaction of parent-child programs for children with autism spectrum disorder in China: The case of the private educational institute in Beijing.  Lyu Kaki

    Undergraduate (graduation thesis, etc.)

    • Practicalities of teaching children with ADHD.   Kazuhiro Miyazawa
    • Study on attendance of special needs class teachers in exchange and collaborative learning.    Nanako Okamura
    • A study on the awareness and actual situation of ICT use by special needs school teachers.   Nanoha Hayashi
    • Study of the causes of low self-esteem and low self-evaluation in people of all ages with ADHD tendencies and support methods for them.  Yusaku Kurokawa
    • Study on a support system for students with learning difficulties and chronic absence in junior high schools.  Taketo Fuji
    • Study on the process of career choices of students in high schools for the mentally challenged.  Natsukko Soeda
    • Study on understanding of the structure of career education by teachers in high schools for the mentally challenged –PAC analysis regarding guidance and support for students aiming for general employment–   Haruko Ono
    • Study of parents’ self-acceptance process in the preschool period of ASD children with intellectual disabilities: Focusing on the differences between fathers and mothers.   Ryousuke Kunimitsu
    • Understanding and response to behavioral problems through collaboration between special support education schools and after-school daycare centers.   Kei Miyata
    • Perceptions of children with developmental disabilities by upper elementary school students enrolled in regular classes.   Madoka Kogamaru
    • The influence of contact experiences with intellectual disabilities (including children) on their views toward intellectual disabilities: Focusing on the quality of contact experiences.   Miya OKazaki

    First-year undergraduate class “fieldwork” (reports, etc.)

    • How to deal with discrimination and prejudice against persons with disabilities from the perspective of inclusive education.    Miyabi Mase
    • The reality of inclusive education in Nordic countries.  Rion IkegamiThe reality of inclusive education in Nordic countries.   Rion Ikegami
    • Survey on the perception toward learning support by staffs at educational support centers (Specially designated guidance classrooms): Focusing on original learning materials.   Kazuma Satou
    • Belonging to the laboratory for a year / reading “Iridescent Chalk”. Chihiro Kubota

    Research students (reports, etc.)

    • Study on the promotion of inclusive education system based on universal design for learning
      –Application of Japanese universal design for learning in regular classrooms to Mongolia.  BADMAAVANCHIG ZOLZAYA
    • Study on the traveling consultation by special support education coordinators –Focusing on support for high schools.  Yousuke Nemoto
    • Summary of research student period.  Daning Wang
    • Study on collaboration between occupational therapists and teachers in special support education.  LIU RUIHAN
    • Current situations and issues of educational intervention regarding communication skills of children with autism in special support education schools.  Yu Yang
    • Review and improvement of the support plan for children with ASD in deprived areas in China. ZHANG RUOMENG
    • Study on educational intervention for children with autism spectrum disorder. LI WENTING
    • Comparative study of teachers’ educational expertise in relation to children with intellectual disabilities in China and Japan: Focusing on schools for the mentally challenged. Chen Kai
    • Guidance and support for classroom instructions in high schools in Tottori prefecture –A questionnaire survey for special support education teachers and first grade teachers. Shiho Kameguchi
    • Study on the practice of career guidance at School for the Mentally Challenged at Otsuka, University of Tsukuba. Asep Rudi Irawan
    • Study on research of school classes in Japan through observation records from 2015 to 2016. EKA KOESUMA WARDHANY
    • Measures to help children with disabilities return to schools and participate in society. Zheng Yi
    • Assistive roles of families in special support education for children with autism spectrum disorder. WANG YINGQI
    • Study on early childhood education and care for those with developmental disabilities during daytime: Through a survey of parent stress during daytime. lyu Kaki

    Trainees (in-service dispatch) (reports, etc.)

    • Review of the table of contents of foreign language education using SST for children with intellectual disabilities –From an exhaustive survey carried out in special support high schools in Hokkaido.  Fumito Yoshida
    • Provision of rational consideration based on decision-making support, including evidence-based inference of intentions of children and dialogue with children and guardians –To ensure that rational considerations for children with severe intellectual disabilities are child-centered.   Kiriko Suzuki
    • The initiative of information exchange and cooperation between schools for the mentally challenged and after-school daycare centers in Chiba prefecture: Study from the perspective of initiatives by schools.   Kazuma Nishihara
    • Support for lesson planning in regular classes from the perspective of special support education: Comparison between “Support for the process of study sessions” and “Class consultation.”   Tamotsu Yonezawaya
    • Study on support using tablet devices for children with intellectual disabilities who have speech difficulties –Through the experience of moderating morning meetings.   Masaru Ono
    • Study on rational consideration for children with developmental disabilities who are studying at regular classes of elementary and junior high schools: Focusing on their daily lives.   Kazuaki Sekiguchi
    • Support for students with intellectual disabilities to develop peer relationships through the experience of being accepted by others –Examination of unified assessment tools for the entire faculty in special support schools.   Daisuke Sasaki
    • Study of independence of pupils and students in schools for the mentally challenged –Preparation and use of a checklist to evaluate independence.  Yuu Katou

    Doctoral dissertation

    • Influence of neurodevelopmental Disorders on fluency disorders. Shoko Miyamoto

    Visiting researcher (belonging at the time of arrival)

    • Application of Sherborne developmental movement to special support education.   Satoru Takizawa
    • What dilemmas do teachers face in special support education for students with disabilities? What is the impact of those dilemmas?   Kozue Shimo
    • Study of the perceptions of the “after we die” problem by guardians of people with intellectual disabilities.   Toyokazu Mizuuchi
    • How does a child acquire the concept of singular number? –The learning time and process of performing five jumps before learning a multiplication table.   Hideki Takahata
    • Study on current situation of using individual education plans in regular schools and development and verification of programs to improve skills of teachers in creating such plans.   Yuuko Kamatsuka
    • Development of support methods from the educational sector to increase the number of foster parents and adoptive parents.   Emi Hurukawa
    • Study on developmental disorders in Sweden / Social capital of guardians of children with developmental disorder / Classroom education regarding developmental disorder.   Naoka Ono
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