特別支援学校における自立活動と教科別の指導について ―知的障害があり6歳未満の発達段階の児童生徒に対する教育内容の選択について―

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  • トクベツ シエン ガッコウ ニ オケル ジリツ カツドウ ト キョウカ ベツ ノ シドウ ニ ツイテ : チテキ ショウガイ ガ アリ 6サイ ミマン ノ ハッタツ ダンカイ ノ ジドウ セイト ニ タイスル キョウイク ナイヨウ ノ センタク ニ ツイテ

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This paper describes the differences between the self-reliance activity of children with visual impairment, auditory impairment, physical handicap, and poor health at special-needs schools and the self-reliance activity of children with intellectual disability with reference to the history of self-reliance activity. This study also examines the relation to the context of subject-specific guidance. The education for the disabled other than for those with intellectual disability is supposed to provide the same education as a normal school （equivalent education）. However, for intellectual disabilities education, there is a correspondence from the characteristic of the disability in the subject of the content for under first year of elementary school. Self-reliance activities address the difficulties from disabilities other than intellectual disabilities, however, for the mentally retarded itself, subject-specific guidance address. Here we describe the differences and relationships of self-reliance activities.

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