小学校における障害理解教育の在り方に関する研究 : 通常学級における障害告知の実態把握調査を通して

The purpose of this study was to investigate how regular classroom teachers at elementary schools conduct disability education in order to facilitate good relationships between students with disabilities and those who do not have disabilities. Sixty-two teachers answered to the survey questionnaire which asked them whether they have any experience of conducting disability education, whether they have notified students' disabilities to other students in their classrooms, whether their non-disabled students' attitudes towards their disabled peers have changed after conducting disability education. The results showed that 33.9% of the teachers have conducted disability education to their classroom students. Most of the teachers orally introduced their students what kinds of difficulties peers with disabilities might have and what kinds of help and support they might need. Some teachers were using picture books and videos which introduced disabled people's lives. Over 70% of the teachers who have conducted disability education also reported that disability education was effective specifically when they notified disabled peers' disabilities in their classrooms. The implications of these results are discussed.