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発達障害児に対する特別な配慮実践─授業場面の相互行為を中心に─
https://doi.org/10.34356/00000429
https://doi.org/10.34356/00000429865484df-ba4b-4bca-a37d-2dbd60ce2393
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
発達障害児に対する特別な配慮実践─授業場面の相互行為を中心に─ (451.9 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2018-03-23 | |||||||
| タイトル | ||||||||
| タイトル | 発達障害児に対する特別な配慮実践─授業場面の相互行為を中心に─ | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | support for children with special needs | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | special consideration | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | developmental disabilities | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| ID登録 | ||||||||
| ID登録 | 10.34356/00000429 | |||||||
| ID登録タイプ | JaLC | |||||||
| 別タイトル | ||||||||
| その他のタイトル | Practice for “Special Consideration” Regarding Children with Developmental Disabilities: With a Focus on Mutual Interaction in the Classroom | |||||||
| 著者 |
松浦, 加奈子
× 松浦, 加奈子
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| 著者別名 | ||||||||
| 識別子Scheme | WEKO | |||||||
| 識別子 | 9585 | |||||||
| 姓名 | MATSUURA, Kanako | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This paper examines how children regarded as having developmental disabilities become children with developmental disabilities by focusing on the practices for “special consideration” in the relationship between those special children and other children in the classroom. By studying learning scenes with teachers as the object of research, this paper clarifies the intended discipline in the classroom and observes mutual interaction for “special consideration” to be possibly performed. As a result of the analysis, the following three points are revealed. First of all, teachers perform “special consideration” by not cautioning a student for his or her problem behaviors such as running away from a classroom but approving “what he or she can do” in front of the class members; thus, such student can be eventually differentiated. Secondly, not all class members always expect practice of “supporting each other” based on teachers’ perspective on education. At last, when a class has more than one student with development disabilities, the relation with their parents as well as the characteristics of those children with special needs is necessarily for “special consideration” to be possibly performed. In addition, this study shows how “special consideration” especially for students with development disabilities becomes available in the classroom with other students with other problem behaviors; consequently, it also points out teachers’ struggle to practice their perspective on education and maintain classroom discipline. | |||||||
| 出版者 | ||||||||
| 出版者 | 都留文科大学 | |||||||
| 書誌情報 |
都留文科大学研究紀要 en : 都留文科大学研究紀要 号 87, p. 79-96, 発行日 2018-03-01 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 0286-3774 | |||||||
| NCID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00149431 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
