Development of a Nutrition Education Teaching Tool that Emphasizes Three-Dimensional Discrimination Sensations in Special Needs Education and its Evaluation through the Observation Method
特別支援教育における立体識別感覚を重視した食育教具の開発と観察法による評価

Ayaka Takagi, Chinatsu Kako, Naho Komai, Naoko Motokubota, Maki Suzuki, Ikuyo Hayashi, Minoru Sumita, Narumi Nagai
2015 The Japanese Journal of Nutrition and Dietetics  
Objective: In nutrition education for the students with special needs, selecting teaching tools that utilize the learners' senses are important; however, there has been little research verifying their effectiveness. Since the three-dimensional teaching tools (TDTT) have been widely used in special needs education, we hypothesized that TDTT elicit higher reaction and interest from the students with a various type and degree of the disability as compared to the flat one. The aim of our research
more » ... s to confirm this hypothesis. Methods: Forty-five students with a primarily physical-disabled, in the elementary to high school sections of S-nursing school, received the nutrition education with the main activity being a pseudo-harvest experience in September 2013. In order to prepare the education tools, a paper was attached to the right half of a B1 size panel, and on the left half, a cloth was attached, thereby creating the appearance of a field. Then, on the right half, flat teaching tools (made of paper) that practically replicated the actual size of the crops were attached, and on the left half, the same number of TDTT (made of cloth) were attached using magic tape. The students came to the lunchroom in the unit of classes (4-6 students) and freely harvested the crops for approximately 15 minutes. The observers recorded the responses of the students and the number of crops harvested, and converted their observations into scores. An evaluation was also conducted from the free descriptions of the teachers. Results: The TDTT showed significantly higher scores for both responses and number of crops harvested than the flat teaching tools. The superiority of the TDTT was also evident from the teacher evaluations. Conclusions: In nutrition education for students with special needs, the findings suggested that TDTT that emphasize discriminative sensations elicit more interest and greater response as compared to flat teaching tools. Jpn. J. Nutr. Diet., 73 (6) 230~242 (2015)
doi:10.5264/eiyogakuzashi.73.230 fatcat:2yseqsclonf2zbgzonlntplxv4