知的障害特別支援学級における「各教科等を合わせた指導」と「教科別の指導」での学びをつなげる実践の在り方の検討

本研究では、先行研究および学習指導要領を参考に、知的障害教育実践について各教科等を合わせた指導および教科別の指導に関する学びのつながりの概念図を作成した。次に、知的障害特別支援学級担当教員が実施する各教科等を合わせた指導と教科別の指導の授業参観、および、教員へのインタビューを行い、授業の意図から「つながり」と「往還」について考察した。教員は教科別の指導の内容を各教科等を合わせた指導で発揮したり、各教科等を合わせた指導での体験を教科別の指導に具体的な場面として扱ったりして「つながり」を意識した授業を実践していることがわかった。児童生徒が教科別の指導で学んだ見方・考え方を各教科等を合わせた指導で発揮する過程において、学びが十分でない場合には、再度、教科別の指導で内容が深化するよう指導し、各教科等を合わせた指導において生活で活用できているかを確認する往還的な実践が必要となる。

In the present study, with reference to school curriculum guidelines as well as previous studies, a conceptual diagram was created with regard to connections between learning based upon the Instructions that combine subjects and the subject-specific guidance, which address educational practices for students with intellectual disabilities. Next, classes taught by teachers at special support classes for students with intellectual disabilities were observed and teachers were interviewed. Based on the ways in which the instructions that combine subjects and the subject-specific guidance were practiced as well as the intentions of the classes, “connections” and “going back and forth” were considered. Teachers offered classes with an awareness of such connections by putting the subject-specific guidance content to use in the instructions that combine subjects. They also specifically addressed their experiences with the instructions that combine subjects through the subject-specific guidance. In the process of demonstrating the “ways of seeing and thinking” learned in the subject-specific guidance in the instructions that combine subjects, if students do not learn enough, they are instructed again to deepen the content through subject-specific guidance. Then there needs to be a “going back and forth” to see if the students can apply what they have learned in their daily lives.