この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/33961
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 61 号
2012-12-21 発行
重度・重複障害児の造形活動に関する研究動向と課題
A Review of and Agendas regarding Formative Activities for Children with Severe-Multiple Disabilities
Abstract
This study surveyed and organized the literature on formative activities for children with severe-multiple disabilities to clarify research trends and problems. The author reviewed academic papers, practical reports and books that have been published since 1949. Studies on how children and teachers communicate in formative activities classes were focused on. A total of 11 academic papers, 35 practical reports, and 6 books were analyzed. It was found that the topic of relations between children and teachers has not been investigated in academic papers. In practical reports, four concepts have been commonly examined: “significance of the relationship," “the point of mind of guidance," “the method of communication,"“ create meaning of relationship".
About This Article
著者キーワード
children with severe-multiple disabilities
formative activities
literature review
communication
重度・重複障害児
造形活動
文献レビュー
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