公立幼稚園における個別の指導計画に関する実態調査--「障害のある幼児の受け入れや指導に関する調査研究」指定地域の協力園への質問紙調査  [in Japanese] A study of the current status of individual teaching plans used in public preschools in Japan: a questionnaires survey of 41 public preschools  [in Japanese]

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Author(s)

    • 金 珍煕 KIM Jinhee
    • 筑波大学大学院人間総合科学研究科 Graduate School of Comprehensive Human Sciences, University of Tsukuba

Abstract

本研究では、文部科学省幼児教育課の調査研究事業の協力園となった41公立幼稚園を対象に、「子どもの実態把握から目標の設定及び修正」など、個別の指導計画書の作成における一連のプロセス及び幼稚園でのその活用状況を明らかにするために郵送法による質問紙調査を実施した。その結果、36園(92%)において個別の指導計画が作成されており、作成の開始時期は調査研究事業の開始以降からが84%であった。また、すべての幼稚園において、子どもの実態把握のために観察記録を用いていたものの、チェックリストや関係諸機関からの資料等を用いているのは15%と少なかった。そして、多くの協力園において、個別の指導計画書が日常保育の中で有効に活用されるための改善の必要性を指摘していることから、各幼児の実態把握のために収集されたアセスメントの情報から支援案を作成するためのマニュアルの開発や、作成された支援案が日常保育の中で有効に活用されるための方法論の開発がさらに求められる。

The present study examined the linked process from identifying the actual conditions of children with disabilities to evaluating their Individual Teaching Plans and the current status of the utility of Individual Teaching Plans in public preschools. Its aim was to show how special educational support for preschoolers with disabilities is effected in 41 public preschools which had become cooperation preschools by the investigation research business of the early childhood education department of Ministry of Education, Culture, Sports, Science and Technology. The results showed the following. First, Individual Teaching Plans were being implemented at 36 public preschools (92%) and 84% of these had started from when they had become cooperation preschools. Second, observation records were being used for identifying the actual conditions experienced by children with disabilities at all public preschools, whereas a checklist and materials from the various related institutes were being used at only 15% of public preschools. Third, many public preschools showed that improvements in Individual Teaching Plans are needed to enable more effective use of daily education activities. What is needed, therefore, is the further development of a manual to make use of Individual Teaching Plans based on assessment results collected to identify the actual conditions of children with disabilities and the development of methodologies for more effective use of daily education activities.

Journal

  • Japanese journal of disability sciences

    Japanese journal of disability sciences 32, 139-149, 2008

    障害科学学会

Codes

  • NII Article ID (NAID)
    110007100023
  • NII NACSIS-CAT ID (NCID)
    AA12215065
  • Text Lang
    JPN
  • Article Type
    departmental bulletin paper
  • Journal Type
    大学紀要
  • ISSN
    18815812
  • NDL Article ID
    9612405
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-1307
  • Data Source
    NDL  NII-ELS  IR  NDL-Digital 
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