生涯発達を見据えた障害のある子どもの保育・教育の場の検討 : 育ちにかかわる母親のライフストーリーから

Investigation of childcare and educational opportunities for children with disabilities aimed at lifelong development: From the life histories of mothers involved in their children’s development

中川 順子

七木田 敦

幼年教育研究年報

The Annual of research on early childhood

[ISSN] 0388-3078

[NCID] AN00246110

Special needs education began in 2007. Childcare for children with disabilities and children who need to be taken into consideration is provided reasonable considerations in the context on inclusion as in elementary school. However, the perception of special needs education differs from agency to agency and person to person. In addition, there is little research on children with intellectual or physical disabilities in early childhood care settings. So we do not know what kind of support children with different characteristics have received and developed in the same childcare education setting at different stages of their education. This study focused on “differences in disability characteristics” and “each age group of children from the beginning of special-needs education to the present,” and clarified aspects of transition in childcare and education settings, and places from the mothers’ narratives. The findings provide “support for lifelong development,” from the perspective of interaction with the environment. The results suggest the need for caregivers’ support during infancy, teachers’ collaboration to support the lack of relationships in elementary school and beyond, and the establishment of places of residence outside of “home” and “school.” The significance of this study is that it compares similarities and differences in how children with different characteristics need support, within the same childcare and educational settings.

lifelong development

inclusion

special support for education

life story

ecological systems theory

日本語

広島大学大学院人間社会科学研究科附属幼年教育研究施設

Copyright (c) 2022 幼年教育研究年報編集委員会

[ISSN] 0388-3078

[NCID] AN00246110