Fumio Imaeda

type:Article 2022年4月に教員養成フラッグシップ大学に指定されたことに伴い,大阪教育大学では先導的・革新的な教員養成カリキュラム・教職科目の研究・開発が求められている。本学が掲げるテーマは「ダイバーシティ大阪の諸課題に応え,学習者の学びに寄り添う教師の育成」であり,本プロジェクトでは,プロジェクトメンバーの専門領域の観点から,本学のフラッグシップ構想,とりわけダイバーシティ科目群について,国内外の状況をふまえながら,その方向性と課題を明らかにすることを目的として検討を進めてきた。本稿では,最初に人権教育,インクルーシブ教育,外国にルーツのある子どもの教育の3領域について,関連領域の教員による報告に基づいて,日本および大阪の現状と課題について検討した。つぎに,それをふまえた上で,対話的な学びの観点から見たダイバーシティ科目の授業の在り方・評価の在り方について検討を行ったうえで,「ダイバーシティ大阪」の諸課題に取り組む上で必要とされる,教員を目指す学生に対して学部段階で身に付けてほしい資質・能力について提言を行った。 Having received the designation of a “Flagship University for Teacher Training" in April 2022, Osaka Kyoiku University (OKU) is turning its attention to researching and developing pioneering and innovative teacher training curricula and teaching courses. The theme for OKU is “Educating Teachers Who Respond to the Various Challenges of `Diversity Osaka' and Support Learners' Learning." In this project, we have been examining the direction and issues of the flagship concept of the university, especially the development of diversity-related courses, in relation to the project members' specialized fields while taking the state of affairs in Japan and overseas into consideration as well. This paper first examines the current situation and issues in Japan, especially in Osaka, drawing on reports from three related fields: human rights education, inclusive education, and education for foreign children. From this, we discussed the way that diversity-related courses should be taught and evaluated in relation to the perspective of active learning and dialogic learning, proposing the qualities and abilities that students who intend to become teachers should acquire while at the undergraduate level.

type:Article 本研究では,小学校に在籍する読み書きに困難のある児童に対して, 2年半にわたりマルチメディアDAISY教科書を活用した学習支援を実施した事例を取り上げる。対象児童の読みの正確性・流暢性および視機能の変容を通して,マルチメディアDAISY教科書を活用した学習支援の効果を明らかにすることを目的とした。対象となったのは通級指導教室で指導を受ける読みに困難のある児童1名であり,アセスメントとして,STRAW-Rの音読の正確性と流暢性,音読および視線追尾検査を実施することで読字能力の変容を明らかにした。2年半にわたり,マルチメディアDAISY教科書等を活用して学習支援を行った結果,行動観察による学習態度だけでなく,全てのアセスメントで変容が見られた。特に,音読の流暢性,音読のパフォーマンススコアが向上し,1文字あたりの停留点は大幅に減少した。音読の流暢性の変化は,音韻処理能力の向上が,音読のパフォーマンススコアの変化はマルチメディアDAISY教科書と併用して実施していたビジョントレーニング,認知作業トレーニングが影響していることが示唆された。よって,マルチメディアDAISY教科書等を活用した学習支援の有効性が示唆された。今後は,読みに困難のある児童生徒に対してマルチメディアDAISY教科書を長期的に活用することを通して,教科書の効果的な活用方法をさらに積み上げていく必要がある。 In this study, a case is examined in which the learning support using Multimedia DAISY textbooks was provided over two and a half years to an elementally school child with reading difficulties. This study aimed to reveal the effectiveness of the learning support using Multimedia DAISY textbooks through the transformation of child's reading accuracy and fluency and visual performance. Target child to this study was a one with reading difficulties who was learning resource rooms. The changes in her abilities to read were clarified through the assessments of the reading accuracy and fluency from a STRAW-R and oral reading and eye-tracking tests. The learning support using Multimedia DAISY textbooks and provided over two and a half years revealed changes not only in the learning attitude of target child but also in all the assessments. Especially, scores given on the reading fluency and oral reading performance improved whereas her fixation point per word decreased substantially. It was suggested that the reading fluency was influenced by the improvement in her abilities to deal with phonological information and improvement of the performance score for her oral reading was affected by a vision training program and a cognitive training program used concurrently with the Multimedia DAISY textbooks. Therefore, the effectiveness of the learning support using Multimedia DAISY textbooks was suggested. In the future, it will be necessary to go forward to further accumulate the methods to effectively use textbooks through secularly using the Multimedia DAISY textbooks for children with reading difficulties.

In this study, we took up the case of using Multimedia DAISY for children with reading and writing disabilities in elementary school. The multimedia DAISY used for children changed and adjusted their functions based on reading assessments such as STRAW-R. We verified the effects of the use of Multimedia DAISY based on the assessment by clarifying the changes in the assessment related to reading performed before and after the application and learning attitude. As the results, by using Multimedia DAISY according to the actual condition of the target, the improvement of the fluency of reading and the change of the learning attitude were seen. Therefore, it was suggested that adjusting and using the functions of multimedia DAISY based on the assessment would lead to the improvement of reading ability of children with reading and writing difficulties, and providing Multimedia DAISY for them was a reasonable consideration. In the future, it is necessary to clarify how the use of multimedia DAISY affects the change of learning attitude using objective indicators.

This study was conducted to clarify the relationship between self-monitoring related to self-determination and mental-age(MA) for adults with intellectual disabilities through conducting "Planning task" containing Das・Naglieri Cognitive Assessment System (DN-CAS) and aimed to obtain basic materials for guideline and support of self-determination for them. This study conducted through a survey of 50 adults with intellectual disabilities using a strategy assessment checklist contained in three sub-tests in "Planning tasks". We calculated concordance rates between the examiner's observation and an examinee's report to clarify correlations with MA. Results revealed that the averages of strategy concordance rates were rose about fivefold between MA of 6 years and MA of 7 years. The average reached 100% at MA of 9 years. Metacognition associated with self-monitoring of typical developed individuals reportedly develops between the ages of 5 years and 6 years, which is roughly consistent with our study results. In the future, we will need to consider whether adults with intellectual disabilities can explain the process leading selection by visualizing and focusing activities of each self-determined process through learning tasks and events in everyday life.

The purpose of this study was to discuss how to build a better school support system of elementary schools in the future. In the study, the author clarified the current situation and issues that elementary schools are now in face, comparing the result of this with the other study conducted by Tsuge, "the Special Support education coordinator nationwide" done from 2006 to 2008. As a result, the number of schools that are engaged in various measures and approaches to meet the realities of the region is increasing. However, it became clear that schools have a difficulty to build a support system. In addition, the common understanding among teachers is not sufficient. Speaking of Special Needs Education Coordinator, being busy currency at schools has a negative influence on it to be functioned. As a future prospect, under the leadership of managements based on the cooperation among teachers, the author suggested three viewpoints; "activities as a whole school", "cooperation with the relevant organizations" and "utilization of clusters in the region."

本研究では,高等教育機関における就労支援プログラムの作成に向けて,質問紙調査を通して,高等教育機関と就労移行支援事業所とで発達障害のある学生に望まれる就労スキルに関する意識の差を明らかにすることを目的とした。その結果,「ほとんどの項目で平均点3点以上となった。ほとんどの項目で重要になってくるとわかったため,今回のアンケートを見直し,大学や就労移行支援事業所の就労支援の実態や意識に関してさらに詳細に調査することが求められる。また,「積極性」,「規則正しい生活」,「あいさつ」,「就労意欲」の項目に関しては,就労移行支援事業所の方が重要視していることが明らかになった。そのため,今後は,以上の項目を重要視しながら就労支援プログラムを作成することが求められ,その有効性を検証することが課題となる。The purpose of this study was, for the designing of an employment support program in higher education institutions, to identify a perception gap between higher education institutions and handicapped person's transition support for employment offices regarding work skills required for students with developmental disabilities through a paper-based questionnaire survey. The results revealed that the mean score for most items was three points or higher. Because the importance for most of the items was shown, it is desirable to revise the questionnaire and investigate in further detail the actual conditions and awareness of employment support in universities and career transition support offices. As a result, it was found out that handicapped person's transition support for employment offices attached a higher value on the items which are "Positive Attitudes", "Well-regulated Life Style", "Greetings" and "Willingness to Work". Based on the above, from now on, it is necessary to design the employment support program with putting much importance on the said items, and another task to be done is to verify its effectiveness.

本研究では,教員への質問紙調査を通して,知的障がい特別支援学校における教員の専門性及びそれらの維持・継承に向けた取り組みの実態を明らかにすることを目的とした。結果,知的障がい従事年数別で見てみると,どの年数の教員も「知的障がい児の発達と障がい特性理解」「TTによる役割分担,連携協力」「保護者との連携協力」の選択率が高かった。経験学部別で見てみると,高等部単独校(高等支援学校)は他の学部と比較し,従事年数が長い教員が重要視する傾向のある「アセスメント結果を生かした指導目標や手だての立案」などの選択率が高かった。今後の課題としては,こうした知的障がい教育の専門性及びその維持・継承に向けた取り組みの実態を基に,具体的な支援方策を提案していくことが挙げられる。また,今後増加傾向のある高等部単独校(高等支援学校)に関しても,専門性を確保する方策を検討していかなければならないと言える。This study clarified teacher's specialties of education for students with intellectual disabilities, and the condition about maintenance and inheritance of them based on a questionnaire survey. As the results, in the engage life, any number of years of teachers had higher selectivity of "Understanding of development and characters for students with intellectual disabilities" "Roles and cooperation by team teaching" "Cooperation with parents". In the experience school section, teachers of special needs education school with only high school section tended to select "Planning of guidance targets and support method utilizing the assessment." compared to other school section. Teachers who have worked long tend to select its question. In the future, we will propose specific support measures based on the results of this study, and consider measures to ensure specialties even in special needs education school with only high school section.

本研究では,大学において,知的障害のある児童1名に対して,合理的配慮の観点に基づき,対象児童の実態に応じたマルチメディアデイジー教材の製作・活用を個別指導の形態で行い,取り組みの様子及び読み能力の変容を通して,マルチメディアデイジー教材の効果の検証を行うことを目的とした。その結果,保護者・本人との合意形成を基本として,マルチメディアデイジー教材の特徴を生かした「教材の確保」,柔軟な学習過程における学習内容の「変更・調整」等の合理的配慮を提供することができた。また,対象児童は徐々に読みに集中し,読み方にも抑揚がつき,主体的に活動に取り組めるようになった。今後の課題として,(1)継続的に合理的配慮を行うこと,(2)読み能力の向上から意味理解及び書き能力の向上との関連性を明らかにすること,(3)製作方法の簡易化と製作者の確保,(4)他教科での有効性の検証,(5)取り組みの様子の客観的な検証方法等が挙げられる。This study was conducted on a child with intellectual disabilities where Multi-media DAISY textbook was produced and utilized within the university based on the viewpoint of reasonable accommodation with consideration of its child. The purpose of the study was to verify the effects of Multi-media DAISY textbook by observing changes in reading abilities as well as motivation and efforts of the child. As a result, we were able to take reasonable steps such as ensuring teaching materials that leverage the features of Multi-media DAISY textbook and changing/adjusting the learning content for flexible learning processes based on consensus building through discussions with the learner and her parents. The target child gradually began to concentrate on reading, demonstrated improved inflection and intonation when reading out loud, and began to engage in activities proactively. The challenges ahead include the following: 1) to provide reasonable accommodation continuously, 2) to clarify the relationship between improvement of reading abilities and Comprehension of sentence / improvement of writing abilities, 3) to be simplified of production methods of Multi-media DAISY textbook and to ensure of producers, 4) to verify of the effectiveness in other subjects, and 5) to use of objective verification methods of the state of these efforts.

本研究は,公立の小中学校との比較を通して,私立小中学校における視覚障害理解教育の実施状況の特徴について明らかにすることを目的とした。結果,公立小学校と比較して,私立小学校では, (1)「障害シミュレーション体験」を実施する割合が少ないこと, (2)道徳で実施する割合が高いこと, (3)短時間で実施している割合が高いことなどが明らかになった。公立中学校と比較して,私立中学校では, (1)公立中学校と同じく,学習内容として「障害シミュレーション体験」を実施する割合が高いこと, (2)特別活動で実施する割合が高いこと, (3)公立中学校と同じく,短時間で実施している割合が高いことなどが明らかになった。また,私立小中学校共通の特徴として,全学年で実施している割合が高いことが分かった。今後の課題として,実施状況の各項目の関係性を分析していくことが必要である。また,私立小学校,公立・私立中学校では,実施時間数が短い傾向にあるため,継続的・系統的な視覚障害理解教育プログラムの検討が挙げられる。This study clarified characteristics of the condition about education of understanding for visually impairment in private elementary and junior high schools through the comparison of public elementary and junior high schools. As the results, private elementary schools had the following three characteristics. First, the proportion of implementing "the disability simulations" was low. Secondly, most schools practiced in the class of morality. Thirdly, most schools practiced in a short time. Private junior high schools also had the following three characteristics. First, most schools implemented "the disability simulations" the same as public junior high schools. Secondly, most schools practiced in Special Activities. Thirdly, most schools practiced in a short time the same as public junior high schools. Also, most both private elementary and junior high schools practiced in the all grade. In the future, it is necessity to analyzing the relationship of the content to each other relating to the implementation. And, we will make continuous and systematic education program of understanding of visually impairment.

本研究では,授業前後に児童に実施したアンケート及び授業後の児童の「感想文」の分析を通して,知的障害理解教育プログラムの効果の検証を行うことを目的とした。結果,プログラムの実施を通して,1児童が授業前より知的障害について知りたいという意識が高まったこと,2肯定的なイメージをもつ児童が多かったことなどが明らかとなった。また,知的障害者と共同で作品を制作する交流及び共同学習が有効的であったことを踏まえ,知的障害理解教育プログラムでは,事前学習,交流及び共同学習,事後学習の連続性を意識して展開することが示唆された。今後は,系統的な障害理解教育プログラムの開発に向け,知的障害に限定することのない,障害理解教育プログラムの実施及びその検証を継続して行うことなどが求められる。This study was verified the effect of the educational program of understanding for intellectual disabilities through the analysis of the questionnaire and "written description of one's impressions". As a result, it was found that the child has been growing awareness that you want to know from the previous class, and that children had a positive image about intellectual disabilities. In addition, given that exchange and collaborative learning to produce the work in collaboration with intellectual disabilities was effective, it was suggested that important to be expand continuity of prior learning, exchange and collaborative learning, post-learning in the education program of understanding for intellectual disabilities. In the future, we will go to continue the implementation and verification of educational program of understanding for disabilities, not be limited to intellectual disabilities for the development of systematic educational program of understanding for intellectual disabilities.

本研究では,読み書きに困難のある児童への合理的配慮として取り組んだ社会科副読本のマルチメディアデイジー化及び活用を報告した。報告を通して,マルチメディアデイジー図書の製作・提供に関する今後の展望を行うことを目的とした。報告を踏まえ,教科書製作ボランティア団体と教員等が連携して製作することが,読み書きに困難のある児童の実態に応じた教材の提供につながった。また,マルチメディアデイジー化した社会科副読本の活用は,読み書きに困難のある児童にとって,社会科の内容理解の促進に関係することが示唆された。今後は,教育委員会と学校等が連携して教材の製作システムを確立していくこと,読み書きに困難のある児童の学習特性や要望を製作する教材に反映させることなどが望まれる。This study was reported production and application of multimedia DAISY social studies side reader based on reasonable accommodation to students with difficulties of reading and writing. Based on reports, we thought that will lead to the provision of teaching materials in accordance with students with a difficulties of reading and writing in collaboration with "Textbook Production Volunteer Organizations" and teachers. And, It has been suggested that the relationship to the promotion of understanding about social studies though application of multimedia DAISY social studies side reader for students with a difficulties of reading and writing. In the future, it is desirable to establish a teaching material production system in collaboration with Board of Education and schools, and product a teaching material reflected learning characteristics and needs of students with difficulties of reading and writing.