アメリカ合衆国における幼児期インクルージョンの指導法の検討 : Activity-Based Interventionからみた早期介入/幼児特殊教育の効果・形態・傾向を中心に

An Early intervention approach to young children with special needs in inclusive setting in the United States : The effectiveness, setting, and adaptation issues of early intervention, especially an Activity-Based Intervention

水内 豊和

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

Increasingly, early childhood programs include children with disabilities and typically developing children. The purpose of this study is to examine for some aspects of early intervention / early childhood special education (El / ECSE) affect the early childhood inclusion in the United States. First, the empirical literature about activity-based intervention (ABI: Bricker, et al., 1998) underlies the practice of early intervention were summarized in order to provide a context for effectiveness of intervention / special education from early childhood. In early 1990's, with the expanding of inclusion, it was needed that the approach which suitable for practice based on the concept of inclusion, and at that time ABI approach is focused by the field of early childhood special education. ABI is ""a child-directed, transactional approach that embeds children's individual goals and objectives in routine, planned, or child-initiated activities and uses logically occurring antecedents and consequences to develop functional and generative skills (Bricker, et al., 1998, p.11)"". Second, the comparative studies of developmental and social gains of children with disabilities in integrated and segregated preschool programs were discussed to consider the place for provide an appropriate practices for children with disabilities. Third, some trend about recent naturalistic approach represented by ABI used in inclusive early childhood education setting were described. Recently, ABI and early childhood education philosophy are integrating together to produce successful inclusion for all children. In addition, it was expected that the amount of empirical studies for quality of effective inclusion as follows; ""relationship"" and ""membership"" with peers as well as consider the effectiveness of El/ECSE.

早期介入/幼児特殊教育

保育活動に即した介入

インクルージョン

Early Intervention /Early Childhood Special Education (El/ECSE)

Activity-Based Intervention (ABI)

inclusion

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5562

[NCID] AA11625039