肢体不自由を有する児童生徒を担任する教師の自立活動の指導における実態調査 : 健康の保持における指導について

本研究は，特別支援学校の教師106名を対象に自立活動の指導状況や児童生徒の健康状態の把握の観点，授業において主体的な動きを引き出すための工夫などについてアンケート調査を実施した。対象となった教師全員の検討に加えて，「身体的な基盤が不安定な児童生徒を担当する教師群」と「身体的な基盤が安定している児童生徒を担当する教師群」の２群に分類して検討を行った。結果から，重複障害のある児童生徒を担当する教師は，自立活動の指導の６区分において「健康の保持」の実態把握は行い易いが，その指導は難しいと感じていることが明らかになった。そして，教師が児童生徒の健康状態の把握をする観点や主体的な動きを授業で引き出すための工夫が明らかになった。結果を踏まえて，身体的基盤が不安定な児童生徒の「健康の保持」を高める教育実践の在り方について検討することの意義を考察した。

The current study surveyed 106 teachers at special needs schools regarding topics such as the status of instruction in JIRITSUKATSUDOU, their attitudes towards ascertaining student health, and strategies to encourage independent efforts by students in class. In addition to the survey teachers, this study classified teachers into two groups,“ teachers in charge of students in varying states of physical health” and“ teachers in charge of students in relative physical health.” The Ministry of Education, Culture, Sports, Science, and Technology classifies independence into six areas: Staying healthy, Psychological stability, Forming personal relationships, Understanding the outside world, Physical activity, and Effective communication. The current results revealed that teachers in charge of students with multiple disabilities were readily able to ascertain whether students were“ staying healthy” but they have difficulty instructing students in how to stay healthy. Results also revealed how teachers felt about ascertaining student health and strategies they used to encourage independent efforts by students in class. In light of these findings, this study discusses the significance of examining ways to teach students in varying states of physical health to stay healthy.