論文

【目的】 ロービジョンの人達の中には、エスカレーターの乗降の際、上りと下りを間違えることがあり、重篤な事故に至るケースもある。中野ら（2006）は、晴眼者、ロービジョン者、高齢者を対象とし、実機を使用した検証実験において、ハンドレールにマークを付すことで、より遠くからエスカレーターの運動方向が判断できることを明らかにした。先行研究で用いられたマークが 菱形であったことを受け、本実験では、より効果の大きなハンドレールデザインについて検討した。 【方法】 実験参加者は晴眼者10名であり、低視力シミュレーター（Nakano et al., 2006）を用いて各々の視力を段階的に変化させた（視力条件；0.04、0.02、0.015）。マークの種類について、背景色を青、マークの色を黄に固定した上で、a）マークの形状（菱形・矢印）、b）マーク間の間隔（広い・狭い）、c）広告とマークの間隔（狭い・中間・広い・広告のみ・広告なし）の3要因を選出し、それらの組み合わせのうち7種類を検証対象とした。参加者の課題は、回転するベルトを観察し、上下いずれかの運動方向をできる限り素早く正確に判断してキー押しで答えることであった。 【結果】 正答率と反応時間を分析の対象とした。その結果、「広告のみ」および「矢印」のマーク条件では正答率が低く、反応時間は長かった。また、マークの間隔については「狭い」条件で、広告とマークの間隔については「広い」条件で高い正答率と短い反応時間を示した。以上の傾向は低視力の条件ほど顕著であった。 【結論】 矢印や広告のみでは運動方向の判断に及ぼす効果は小さく、本実験で用いた菱形のように十分な面積をもったマークを付すことが有効である。また、マークの間隔は狭い方が良く、広告を挿入する場合には、できるだけマークと広告との間隔を広げる工夫が必要である。

In the past, the sports that were offered for people with disabilities were offered as programs for their rehabilitation. Later on, programs for people with disabilities approached sports as a lifetime endeavor. More recently, sports for the disabled has grown to include international athletic events, without being confined to their previous role as a rehabilitative activity or a lifetime sport. The Paralympic is one of the events which are typical of international sports for the disabled. These days, sports are for everyone, and anyone can take part in sports, irrespective of age, sex, or disability. It is very important to adjust the environment for disabled people so that they can do sports in safety, and so that the space in which they perform the activity is accessible. The goal of barrier free sports is to enable persons with disabilities to play any sport they choose to at any time. In this paper, we discuss the educational problems involved in offering barrier free education to a blind student in a physical education class. To discuss these educational problems, we investigated the educational influences on the inclusive education of a blind student through a questionnaire, which was administered to all of the students in the sports class. We investigated the educational challenges involved in teaching a blind student gymnastics, and obtained opinions on the inclusive education of this student by administering a questionnaire to other students participating in this gymnastics class. The results are as follows: To offer physical education classes which aim to be barrier free and inclusive, it is important to establish a philosophy on barrier free education and to establish an educational system under which the classes can be offered. It is also important to clarify the concept of disability. Gymnastics classes are currently not accessible for students with disabilities at Keio University. If classes are to include students with disabilities, it will be necessary to consider these points: 1) At Keio University, sports classes are not designed for students with disabilities. Therefore, it is necessary to create a curriculum for such students. This must be a system which is flexible to these students' needs. 2) It is necessary to provide extra coaches and teaching assistants in classes which include disabled students, and the other students must cooperate. 3) It is important to inform all of the students about the disabled student's degree of disability at the first class. 4) It is necessary to promote the enjoyment gained by all students and teachers working together, regardless of their disabilities. 5) An office on disability issues needs to be established at the university. By establishing a welcoming atmosphere in the sports classes, and by offering disabled students the help and support they need, it will be possible for the university to realize its aim of offering barrier free classes.

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