Teaching principles for the students with intellectual disabilities based on the trends in special needs education

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  • 特別支援教育の動向を踏まえた知的障害教育における指導法の基本原理
  • 特別支援教育の動向を踏まえた知的障害教育における指導法の基本原理 : 効果的な学習環境をデザインする視点から
  • トクベツ シエン キョウイク ノ ドウコウ オ フマエタ チテキ ショウガイ キョウイク ニ オケル シドウホウ ノ キホン ゲンリ : コウカテキ ナ ガクシュウ カンキョウ オ デザイン スル シテン カラ
  • 効果的な学習環境をデザインする視点から
  • Designing the effective learning environments

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Abstract

The aim of this study was to summarize teaching principles for the students with intellectual disabilities (ID) in terms of constructing the effective learning environments. Based on findings of learning science, we looked from the viewpoint of four areas (Bransford, Brown, & Cocking, 2000); (1) learner-centered, (2) knowledge-centered, (3) assessment-centered, and (4) community-centered environments. First, learner-centered environments pay attention to the knowledge, skills, ability, attitudes, and beliefs that the students with ID bring to the educational setting. Second, knowledge-centered environments take the need to help the students with ID learn the organized knowledge. Third, assessment-centered environments provide frequent opportunities for feedback focused on understanding to encourage meaningful learning. Especially, in the formative assessment, teachers need to provide the students with ID with opportunities to revise and improve the quality of their thinking and understanding. Finally, community-centered environments foster that all students are encouraged to be active, constructive participants, which was most active in education for the students with ID. The four effective learning environments have interdependent utility. The goal is to gain meta-cognitive abilities to self-awareness, self-assess and rethink for better understanding for the students with ID.

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