知的障害者の家族の語りが大学生の意識変容にもたらしたもの : 教育学部生を対象とした授業のアンケート分析から

本稿では，本学教育学部１年次生を対象とした教養ゼミ（講義型）において，障害のある子どもの保護者による当事者参加型授業を実施し，その効果について検討した。障害（者）に対する理解を測る質問紙を用いた分析の結果では，［保護者の思い］を聞くことで，障害（者）理解への新たな視点を得られたことが明らかになった。受講学生に対して「今あるいはこれから自分にできると思う取り組み」について質問し，質的分析を行った。結果から，［障害者とのかかわり方］［障害（者）についての認識］［持続的探求］が抽出された。障害のある子どもの保護者による教育学部１年次生への授業は，将来，教育に携わろうとする学生にとっては，障害（者）の理解に加え，自分が今後取り組むべきことがより教育と結びついた形で明確になったと推察された。

In this study, a lecture with active participation of parents of children with disabilities was held in a lecture-type educational seminar for the freshmen of the department of education and its effectiveness was examined. The results of the analysis of the questionnaire designed to measure the degree of understanding of disabilities and people with disabilities revealed that students had acquired a new perspective for understanding disabilities and people with disabilities by listening to the parents’ thoughts and feelings. The students who attended the class were asked about what they thought they could do at present or in the future, and the results were qualitatively analyzed. “How to interact with people with disabilities,” “recognition of disabilities and people with disabilities,” and “sustainable exploration” were extracted from the results. It was speculated that the class with active participation of parents with children with disabilities helped the students planning to be engaged in education in the future to clarify what they should do in the future in relation to education as well as understand disabilities and people with disabilities.