Shigeno Hitomi

This study aimed to clarify the respective effects of “structured activities” and “improvisational activities” in music sessions for children with developmental delays, including those with Autism Spectrum Disorder (ASD). Music activities were implemented with six children attending X After-School Day Service, who had diagnoses such as ASD, intellectual disabilities, Down syndrome, physical disabilities, and multiple disabilities. In structured activities, the predictability of the sessions fostered a sense of security, which in turn enhanced the children’s motivation to participate. In improvisational activities, many children showed observable responses during emotion-recognition tasks using emotion cards. However, when expressing emotions through musical instruments, the instruments selected varied across individuals, and no consistent patterns were identified. Across repeated music sessions, changes were observed not only in the development of musical skills but also in social dimensions, including increased interest in others and growth in self-expression. These findings suggest that music activities may contribute to both musical and socio-emotional development in children with developmental delays.

type:Article 文部科学省は,高等教育機関に在籍する障害学生の教育実習について,合理的配慮の在り方についてのさらなる検討が必要であることを示している(2021a)。本研究は,教職課程を置く大学等で障害学生が教育実習に参加するにあたって行われている合理的配慮に基づく配慮や支援などの対応や,その中で見えてきた課題や実態を明らかにすることを目的として,教職課程を置く34大学にアンケート調査を行なった。その結果,大学における合理的配慮は学生本人の申請に基づくものであることから,教育実習に参加する障害学生すべてに行われているわけではなく,個々の対応,個別性が非常に多岐にわたることが明らかになった。また問題点としては,大学内外との連携における担当者の交代による引き継ぎの困難さに懸念を持っている実態が明らかになった。 The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has indicated the need for further examination of reasonable accommodations for practicum experiences for students with disabilities enrolled in higher education institutions (2021). In this study, a questionnaire survey was conducted and analyzed with the aim of clarifying and organizing the current situations of the reasonable accommodations for students with disabilities during educational training at universities. As a result, it became clear that not all students with disabilities participating in educational training receive reasonable accommodation because not all of them did request for reasonable accommodations, which is based on the request of the students themselves, and that the reasonable accommodations given to the students were highly individualized, and that the frequent changes of person in charge of the cooperation with inside and outside the university were happened.