The Bulletin of the Center for Special Needs Education Research and Practice, Graduate School of Education, Hiroshima University Issue 18
2020-03-01 発行

教師にとっての「障害者」とは誰か : A市B高校の社会科教師C先生を事例として

Who is the“ Persons with disabilities” for teachers? : A case study of social studies teacher at a Japanese high school
Kubo, Haruna
While the inclusive education was advanced, “reasonable accommodation” and “Universal design of classes” would be noticed. However, these practices and research are prone to“ objectification of the method” and rarely neglect the“ view of education” of teachers who create children’s difficulties. Therefore, this study picked up a case of C, a social studies teacher of B high school in A city, and focused on how she perceive the definition of “handicapped person”. To analyse the data, we uses the frameworks “social model” and thus “disability” could be interpreted as a problem which arises between“ view of education” and“ condition of the child” of the teacher.
On the investigation, we conducted 30 minutes face-to-face interview with C and classrom observation of the night course retaking class for two weeks. As a result of the analysis, it became clear that the problem which teacher C sensed for the child in the education was not told with the failure name such as developmental disorder, and it was possible to look at“ view of education” of teacher C as a standard. Such “disablity” recognition with a view to“ view of education” opens the possibility of wider inclusive education practice.
Inclusive education
subject education
social studies education
social model