日本と中国の知的障害養護学校における選択行動形成支援に関する比較検討 : 日本の関東圏3都県と中国の都市部6地域を対象に  [in Japanese] Activities Aimed at Helping Children With Mental Challenges Develop Their Choice-Making Abilities : Japan and China  [in Japanese]

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Author(s)

    • 裴 虹 PEI Hong
    • 筑波大学大学院人間総合科学研究科 Graduate School of Comprehensive Human Services, University of Tsukuba

Abstract

本研究では、日本と中国における知的障害児童生徒の選択行動形成の指導・支援の現状、および両国の異同点や共通した課題等を明らかにするため、両国の知的障害養護学校の教師(日本2,000名、中国411名)を対象に質問紙調査を実施した。その結果、両国とも選択行動形成の指導・支援が積極的に実施されており、選択行動形成の重要性に関する教師の認識も高いことが明らかになった。また、選択行動形成の指導はさまざまな形で知的障害養護学校に取り入れられており、その内容が個別指導計画に取り入れられている割合も高いことが示された。さらに、選択行動形成の指導・支援は、さまざまな方法によって実施されていることも明らかになった。両国を比較すると、選択行動形成の指導・支援に関する認識や実施の程度は日本のほうが高く、選択行動形成の指導・支援に関する学校・家庭・地域の連携に関する意識や実施状況は中国のほうが比較的高かった。このことから、知的障害児童生徒の特性にそった有効な支援方法、および学校・家庭・地域の連携のあり方について、両国で研究・実践の交流がなされることが望ましいと考えられた。

The purpose of the present study was to ask teachers at Japanese and Chinese schools for children with intellectual disabilities to clarify the current status of methods used for the students to make choices. Questionnaires were completed by 2,000 teachers at 73 schools in 3 prefectures in the Kanto area of eastern Japan and 411 teachers at 21 schools in 6 urban areas in China. The questionnaire was designed to discover differences in the efforts made in the 2 countries, as well as issues held in common. The results revealed that teaching and support for choice-making were eagerly provided in both countries, and that the teachers were well aware of the importance of these activities. Various types of teaching were used, and this topic was incorporated in many individualized education programs. The survey also revealed that the teachers were using various methods to provide teaching and support. Japanese teachers appeared more conscious of the need for such teaching and support, and were more actively involved in the students' activities, whereas the Chinese teachers were more concerned about alliances between the schools, the families, and the community in relation to teaching and support, and were more actively engaged in such tie-ups. In general, the results suggested that it is particularly necessary to further investigate effective support methods in both countries in relation to the characteristics of the children with mental retardation in each country and the methods of cooperation between the schools, the families, and the community.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 47(1), 37-47, 2009

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    110007619254
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    10254758
  • NDL Source Classification
    ZF9(教育--各科教育)
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  NII-ELS  J-STAGE 
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