Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development Issue 65
2016-12-22 発行

配慮が必要な児童をインクルーシブする学級活動の実践 : 学級という「小社会」を創造する資質・能力の育成

Classroom Activities to Include Children Who Need Special Consideration : Improving quality and ability to create classes that function as “the small society”
Mizuno, Haruka
Kage, Naoko
file
abstract
Building inclusive systems for elementary and special needs education is an important challenge. The present study examined the methods of teachers in regular elementary school classes that included children with educational support needs. First, we examined the approach of the teacher, including their intentions and aims. We then administered a questionnaire and analyzed a video recording of class meetings, school events and classroom activities. In addition, we created a map of the classroom group, examining the effectiveness of the teaching approach. The results indicated that by repeatedly undertaking classroom activity in line with the teacher’s intention and aims, the classroom group exhibited a form of self-government. These findings suggest that class group organization is an important factor for cultivating the quality and ability of the class to operate as a “small society”.
subject
inclusive education
elementary school
regular class
class group organization
インクルーシブ教育
小学校
通常の学級
学級集団づくり