読むことに障害のある児童生徒がアクセス可能な電子教科書の利用:―日米の現状比較を通じた今後の課題の検討― Accessible Instructional Materials for Students With Print Disabilities in the United States and Japan: A Review and Comparison

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著者

    • 近藤 武夫 KONDO Takeo
    • 東京大学先端科学技術センター Research Center for Advanced Science and Engineering, The University of Tokyo

抄録

米国の公立初等中等教育では、視覚障害、肢体不自由、学習障害などの多様な障害を原因として印刷物にアクセスすることが難しい児童生徒に対し、電子データ形式で作られた教科書を無償で入手できる環境が、連邦政府により整備されている。また、こうした電子教科書の利用においては、電子教科書データの提供だけではなく、支援技術製品の児童生徒への提供、および支援技術の専門家による利用支援の提供が、個別障害者教育法(IDEA)を背景として制度化されている。本論文では、障害のある児童生徒にとってアクセス可能な電子教科書の入手および学校場面での利用とその支援に関して、米国の現状を概観し、また、日米の現状比較を通じて日本国内で解決すべき電子教科書および支援技術利用上の課題について検討する。

In the United States, eligible students with print disabilities, including blindness, low vision, orthopedic disabilities, specific learning disabilities, and other conditions, can acquire accessible instructional materials (AIMs) through their public elementary and secondary school. Eligible students can acquire not only accessible instructional materials, but also assistive technology products (ATs) and assistance in using the accessible instructional materials with assistive technology products from assistive technology professionals within their school district, based on decisions made in Individualized Educational Plan (IEP) meetings. Students with qualifying disabilities, as well as teachers and professionals, can also utilize an Internet library called Bookshare (http://bookshare.org). Bookshare includes accessible text-only books in DAISY digital format, which is a type of accessible instructional material that works well with assistive technology products such as text-to-speech software. These resources have been supported financially by the United States government and also by local public school districts, in the context of the Individuals with Disability Education Act (IDEA, 2004). There is no cost for using these materials. The purposes of the present article are to review the institutional and technological background of accessible instructional materials and their utilization for students with disabilities in the United States, and to discuss remaining unsolved problems. It also compares Japan and the United States with respect to the availability of accessible instructional materials and assistive technology products for students with print disabilities.

収録刊行物

  • 特殊教育学研究  

    特殊教育学研究 50(3), 247-256, 2012 

    The Japanese Association of Special Education

各種コード

  • NII論文ID(NAID)
    130003376473
  • NII書誌ID(NCID)
    AN00172513
  • 本文言語コード
    JPN
  • ISSN
    0387-3374
  • NDL 記事登録ID
    024217456
  • NDL 請求記号
    Z7-314
  • データ提供元
    NDL  J-STAGE 
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