知的障害特別支援学級における「各教科等を合わせた指導」と「教科別の指導」での学びをつなげる実践の在り方の検討

In the present study, with reference to school curriculum guidelines as well as previous studies, a conceptual diagram was created with regard to connections between learning based upon the Instructions that combine subjects and the subject-specific guidance, which address educational practices for students with intellectual disabilities. Next, classes taught by teachers at special support classes for students with intellectual disabilities were observed and teachers were interviewed. Based on the ways in which the instructions that combine subjects and the subject-specific guidance were practiced as well as the intentions of the classes, “connections” and “going back and forth” were considered. Teachers offered classes with an awareness of such connections by putting the subject-specific guidance content to use in the instructions that combine subjects. They also specifically addressed their experiences with the instructions that combine subjects through the subject-specific guidance. In the process of demonstrating the “ways of seeing and thinking” learned in the subject-specific guidance in the instructions that combine subjects, if students do not learn enough, they are instructed again to deepen the content through subject-specific guidance. Then there needs to be a “going back and forth” to see if the students can apply what they have learned in their daily lives.