発達障害教育におけるICT活用法の現職研修の効果

現在，通常の学校に通う発達障害の児童生徒の割合は約６％と推計されている。一方で，ICTを活用した合理的配慮の推進が求められている。我々は通常の学校の教師を対象にした２日間の研修プログラムを開発し，その効果を検討した。研修プログラムは発達障害教育におけるICTの活用方法に関する内容であった。文部科学省のICT活用能力の項目A「準備での活用」，B「ICTを活用した指導」，C「ICT活用法の指導」，D「発達障害教育での活用」の４つの項目をプログラムに盛り込んだ。Dは我々が設定した発達障害教育の内容であった。16名の教師が研修会に参加した。２日間を通じてアンケート調査に回答した14名を対象に研修プログラムの効果を検討した。アンケートは１項目あたり４つの下位項目から構成され，１つの下位項目は，４件法で調査された。各項目は４つの下位項目× ４件法=16点であった。アンケートは１回目の開始前（研修前），１回目の終了後（１回後），２回目の終了後（２回後）の３回実施された。各項目別に調査回を要因とした参加者内一元配置分散分析の結果，全ての項目で研修回の効果が有意であった。Holmの多重比較の結果，AとDは研修前＜１回後＜２回後であり，BとCは研修前＜１回後で有意差がみられた。１回目の研修はICTを教育に導入する意義や一般的な操作法の内容が中心であった。２回目の研修は「読み」「書き」の指導での活用法や選択式問題の作り方などの発達障害者を対象にした具体的内容であった。これらの研修プログラムの内容がアンケート結果に表れた結果であり，想定通りの効果をもたらす研修プログラムが開発された。

In Japan, the school children with development disabilities who attend ordinary classes are estimated to account for six percent. Meanwhile, the reasonable accommodation utilizing information and communication technologies (ICT) in education is required. The authors developed a training program for two days targeting the teachers of ordinary schools and discussed its effects. The contents of the training program are concerning how to use ICT in education. The program contains four items of A (practical use of ICT in the preparation of classroom teaching), B (teaching using ICT), C (instruction of the use of ICT) and D (Practical use of ICT for education for the developmentally disabled). Items from A to C were established by the Ministry of Education, Culture, Science and Technology and item D contains the contents of education for those with development disabilities that were set up by the authors Sixteen teachers participated in this training workshop. The effects of the training program were discussed based on 14 respondents to the questionnaires implemented for the workshop for two days. The questionnaires consisted of four sub-items for each item and one sub-item was surveyed using the four-point scale. The perfect score of each item was 4 sub-items x 4-point scale=16. The questionnaires were conducted before the start of the first training (before training), at the completion of the first one (after the first one) and at the completion of the second one (after the second one), three times in total. There was a two-week interval between the first training and the second one. As a result of the one-factor analysis of variance of participants, with each survey as a factor by each item, the effects of this training workshop were significant in all items. As the result of Holm multiple comparison, significant differences in items A and D were observed in the order of before the training<after the first training<after the second training, and those in items B and C in the order of before the training<after the first training. The first training was centered on the significance of the introduction of ICT to education and the general operation method. The second one was for the concrete contents targeting those with developmental disabilities, including its usage for guidance in cases where “reading” and “writing” are difficult, and how to make interactive digital educational materials. These contents of the training program appeared as the results of the questionnaires, and it shows that an effective training program was developed as expected.