交流及び共同学習の推進に向けた環境整備 : インクルーシブ教育システムの構築を目指して

インクルーシブ教育システムの構築において，鍵となる取り組みの１つとして交流及び共同学習が挙げられる。交流及び共同学習に関する研究はこれまでも多く実施されているが，これを推進していく上での課題として，「実施相手校の意識・理解について」「実施相手校の受け入れ体制について」「交流先の学級の担任や児童生徒の理解について」といった，交流する教員や児童生徒間の共通理解に関する課題が挙げられている。特に教員間の共通理解に関する課題の原因には，打ち合わせの時間の無さ，担当者の変更のため積み重ねができないこと，相手校の授業数確保の問題などが挙げられており，教員同士の交流の機会が少ないことが窺える。このことは対象児童の個々のニーズの把握の難しさへとつながる。そこで本研究では，これまで実施されてきた交流及び共同学習や関連する授業実践の好事例を概観することにより，インクルーシブ教育システムの構築を目指した交流及び共同学習の推進に向けた環境整備の在り方について考察した。その結果，児童生徒の実態把握や支援の充実のためには校種間を超えた教員間の連携を推進することが重要であり，そのためには，地域や保護者を巻き込んだコラボレーションとコンサルテーションを生かした連携の充実，連携モデルによる実践研究・交流の実施が重要であることが分かった。

The field of the Exchange Activities and Collaborative Learning is one of the key approaches to promote the Inclusive Education System. Although many research studies on this topic have been conducted, the following problems “awareness and understanding of partner schools,” “counterpart schools’ preparedness of accepting students with disabilities,” and “understanding of students with disabilities by regular classroom teachers and students” still remain, which are the issues of common understanding between regular classroom teachers and students who exchange. Particularly, the causes of limited common understanding among faculty members include (a) lack of meeting time, (b) limited accumulation of strategies to teach this field due to staff reassignment, (c) difficulty with securing the number of classes at the counterpart school, and (d) the limited exchange opportunities among faculty members. This leads to the difficulty of grasping individual needs of students with disabilities and without disabilities who exchange each other. Therefore, the current study summarizes how to improve school environment to promote the Exchange Activities and Collaborative Learning aimed at constructing the Inclusive Education System by analyzing good practices of the Exchange Activities and Collaborative Learning and related lesson practices that have been carried out. As the result, it was found to be important to promote strong collaboration among teachers beyond the type of schools in order to better grasp educational needs of students, to lead collaboration and consultation among different stakeholders such as teachers, specialists, parents and students, and community members. It was also found to be important to enhance utilization of cooperation to implement practical research studies and exchange via a cooperation model which fits with the current status of the Exchange Activities and Collaborative Learning conducted locally.