幼児特殊教育 (ECSE) と Activity-Based Intervention (ABI) : 統合保育の実践方法に関する検討

Early Childhood Special Education (ECSE) and Activity-Based Intervention (ABI) : The practice of early intervention approach to young children with special need in inclusive setting

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. Ⅲ, Education and Human Science

The two disciplines, early childhood education (ECE) and early childhood special educa-tion (ECSE), have separate histories and practices are evolving, and attempts to integrate j them will influence that evolution and may produce improved services for young children who have or who are at risk for disabilities and their families. In early 1990's, with the expanding of inclusion, it was needed that ECSE program which suitable for practice based on the concept of inclusion, and at that time activity-based intervention (ABI) approach is focused by the field of ECSE. Activity-based intervention 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 de-velop functional and generative skills (Bricker, Pretti-Frontezak, McComas, 1998). This study describes some fundamental elements of ABI, and consider for achieving inclusion to merge ABI with Developmentally Appropriate Practice (Bredekamp, 1987; Bredekamp & Copple, 1997) which accepted by field of ECE as a guideline for the practices. For the practices of I children with or without disabilities in inclusive setting, the ABI will no doubt find its most frequent utilization for acquiring individual goals and objectives.

幼児特殊教育

保育活動に即した介入

発達にふさわしい実践

Early Childhood Special Education (ECSE)

Activity-Based Intervention (ABI)

Developmentally Appropriate Practice (DAP)

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