平賀 健太郎

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 本学では2010年度より,教職基礎科目「特別なニーズのある子どもの教育」が新たに開講され,教員養成課程に在籍する学生の必修科目となっている。また,特別支援教育講座では,特別支援教育およびインクルーシブ教育の理念を理解し,適切な教育実践を行うことができる教員を養成するための構想を展開している。 本研究はその一環として,特別支援教育講座の教員が担当する上記科目の受講生を対象として,障害のある子どもが通常の学校で学ぶことに関する意識を主たる内容とする質問紙調査を,ドキュメンタリー映像『ピーター君とクラスメイト』の視聴前と視聴後に実施し,結果の比較を通して教材としての有効性を検討した。 その結果,障害のある子どもが通常の学校で学ぶこと,その教育的効果と意義,教師になったら障害のある子どもを担任してみたいかなどの点について,学生の意識が肯定的に変化する傾向にあったことから,上記のような映像を教材として用いることに一定の効果があると確認された。 The new compulsory-subject "education for children with special needs" have been offered to all students of Teacher Education Faculty at Osaka Kyoiku University since 2010. In addition, we have planned to train students as a teacher who can understand the idea of special needs education and inclusive education, provide adequate education. This study is the second approach to the plan and its purpose is to clear up the significances and issues on compulsory subject "education for children with special needs" of Teacher Education Faculty. Therefore, we investigated the recognition change of all students to take the compulsory subject "education for children with special needs" of teacher education faculty at Osaka Kyoiku University about the fact "children with disabilities learn in regular class". Then we investigated by questionnaire before and after viewing video "Educating Peter" in the United States and compared the results to examine the effectiveness of teaching material. The questionnaire was distributed to 491 students and the response rate was 88.2% (433 students). As a result, the change in positive recognition of the students in the following points has been shown.(1)Children with disabilities can learn in regular class.(2)There is its educational effect and significance.(3)You want to take charge of children with disabilities if you become a teacher, etc.Therefore, it has been confirmed that there is a certain effect to use the video as an teaching material.

type:Article 平成22年度から本学で教職基礎科目として必修化された「特別なニーズのある子どもの教育」の受講生を対象に,受講前の障害及び特別なニーズのある子どもについての基礎知識や受講後の意識の変化等に関する質問紙調査を実施した。回収率は88.6%であった。近年の新たな障害の表記方法の認知については47.5%,点字や手話,バリアフリーやユニバーサルデザインについては,ユニバーサルデザインの93.9%以外すべて98%以上の学生が認知していた。しかし,「ハンディキャップ」という用語が国際的に公的な場で使用されていないことについては81.8%の学生が知らなかった。障害名の認知については視覚障害・聴覚障害・知的障害は95%以上,自閉症・言語障害は90%以上で,発達障害が85.8%,肢体不自由(運動障害)が73.6%の学生が認知していたと回答した。実際の接触経験は知的障害が最も多く61.5%であり,その他の障害は自閉症の39.4%を除き30%以下で,学生は障害のある多様な幼児児童生徒と接触した経験が少ない状態であった。また,80%以上の学生がこの講義に積極的に取り組み,今後の学習意欲も有していた。受講後に特別なニーズのある子どもや教育に対する考え方に変化があった学生は70.9%で,変化した内容は「理解の拡充」(31.3%)や「障害の捉え方の変化」(14.7%)であったが,専攻コースの教育に対する考え方が変化した学生は22.1%にとどまった。受講後学生は特別なニーズのある子どもやその教育についての知識を獲得しただけでなく意識も変容したといえるが,さらに専攻コースの教育にも反映される講義内容や講義形態の工夫が求められる。 We have a plan to study the compulsoriness of special needs education's subject , the promotion of education for understanding disabilities, the fulfillment of supporting students with special needs, the improvement of education practice, the coordination between the university and attached schools, public schools etc. and the coordination between the university and volunteer groups for people with disabilities , and so we aim to establish “the impulsion room for understanding disabilities" at Osaka Kyoiku University. This study is the first approach to the plan and its purpose is to clear up the significance and Issue on compulsory subject “education for children with special needs" of Course for School Teachers at Osaka Kyoiku University. Therefore we investigated the basic knowledge and the recognition change of all students to take the compulsory subject “education for children with special needs". The questionnaires were distributed to 501 students and the valid response rate was 88.6% (444 students). The result of this study was as follows. 1) 211 students (47.5%)of Course for School Teachers at Osaka Kyoiku University had the knowledge that the kanji or hiragana representation “disability" in some Japanese agencies was changed , but they did not know that the term “handicap" was discriminatory and it was not official used in international agencies. Consequently, it will be requested to improve the education for understanding the international representation and idea of “disability". 2) 417 students (93.9%) and over knew Braille, sign language, barrier-free and universal design. They had these concrete knowledge of the support for people with disability.3) 327 students (73.6%) and over knew visual impairment, hearing impairment, intellectual disability, physical disability, language disorder, autism and developmental disability. 4) 98 students (22.1%) knew the upper concept of developmental disability and all lower concepts of Asperger Syndrome, High-Functioning Autism, Learning Disability (LD), attention-deficit hyperactivity disorder (ADHD). 301 students(67.8%) especially knew learning disability.5) The number of students to have their experience of direct contact with intellectual disabled children was largest and 273(61.5%), but the rates of the rest disabilities were 30% or less. 6) 63 students(14.7%) only knew the extension of the concept “ special needs education". It will be requested to devise the content of the education for understanding disabilities in kindergarten, elementary school, lower secondary school and upper secondary school.7) 90% and over students answered that the compulsory subject “education for children with special needs" was essential to their and learning in this lecture was utilized for their future educational activities.8) 70% students answered that their ideas of education for children with special needs were changed. They acquired the knowledge and their consciousness were too changed by taking this lecture. Therefore the compulsory subject “education for children with special needs" was important for all students of Course for School Teachers at Osaka Kyoiku University, but it was difficult for them to understand the concrete method of special needs education by only one subject of the half year. We have to consider the content of the future lecture and the setting of the subject.

本研究は,教師における精神的不健康のなりやすさをはかる「イラショナル・ビリーフ」と,抑うつや不適応になりやすい性格特徴である「完全主義」およびうつ病になりやすいとされる「執着性格」との関連を調べるためにおこなわれた。それぞれを教員養成系大学と一般総合大学の学生に対して試行し,学生の性格傾向だけでなく,大学間の差も調べた。その結果,大学間には差がなく,「完全主義」性格傾向の高い学生は精神的不健康になりやすく,「執着性格」の傾向の高い学生は,精神的不健康になりやすいことが分かった。The mental unhealthy of teachers can be measured by the "irrational belief." It is pointed out that the character trait of perfectionism tends toward depression and mental maladaptation. And it is also pointed out that the deep attachment character tends toward depression. This research aimed at the relationship between the "irrational belief," the character trait of perfectionism and the deep attachment character. These three tests were performed to students of teacher choice and ordinary students. As the results of research they were found that there was no difference between two groups of students and that the students of perfectionism and deep attachment character tend to mental unhealthy and depression.

本研究の目的は,全国の高等学校における養護学校の分校・分教室による位置的統合の現状と課題を検討することであった。調査は全国の都道府県教育委員会を対象に質問紙調査によって行なわれ,質問内容は,8つ(1位置的統合の現状あるいは今後の予定,2位置的統合に関する視察や問い合わせ,3位置的統合の意義,4位置的統合の問題点,5位置的統合の施策による,養護学校分校・分教室の教諭,保護者,生徒等への影響,6位置的統合の施策による,高等学校の教諭,保護者,生徒等への影響,7具体的な実施時期と実施形態,8位置的統合に関する今後の取り組み予定およびその方向性)から構成されていた。その結果,位置的統合の長所は認識されているものの,積極的な取り組み,あるいは取り組み予定のある都道府県は,限定されていた。今後,位置的統合を拡大していくためには,高等学校への分校・分教室設置による位置的統合の意義を,高等学校の側面からも検討することが不可欠であること,職員,保護者,地域での障害のある子どもへの理解啓発が必要であることが示唆された。The purpose of this research was to investigate the present situation and the issue of the locational integration of special school for the disabled children (branch school or branch class) with high school. We sent the questionnaires to 47 prefectural boards of education and 35 questionnaires (77%) were returned. The content of the question was as follows. 1) the present state or the future plan of the locational integration of special school for the disabled children (branch school or branch class) with high school, 2) the inspection and the inquiry for the locational integration, 3) the significance of the locational integration, 4) the problem of the locational integration, 5) the influence on teachers, students, and parents in special school for the disabled children (branch school or branch class) based on the locational integration, 6) the influence on teachers, students, and parents in high school based on the locational integration, 7) the concrete operation time and form of the locational integration, 8) the future plan and the course of the locational integration. The results of this study indicated that the concrete operation or the future plan of the locational integration was limited in some prefectural boards of education, though the merits of the locational integration were recognized. Continually, we proposed the following points. 1) the locational integration of special school for the disabled children (branch school or branch class) with high school should be examined by the more aspects of high school. 2) the more understanding of the disabled children by the teachers, the parents and the region should be requested. 3) the expansion of the plan of the locational integration in many prefectural boards of education should be requested in the future.

本調査では,教師が通常の学級において病弱児への教育的支援を困難と感じている理由を検討することを目的とした。自由記述によってその内容が収集され,得られた106の内容はKJ法によって解析された。その結果,以下の4つのカテゴリーに分類された。1教育制度や学校設備に起因する内容,2各関係者との連携に起因する内容,3医学的側面に起因する内容,4クラスメイトおよび,その保護者への説明に起因する内容であった。以上の結果と病弱教育の性質とを踏まえつつ,今後の特別支援教育の中での病弱教育のあり方に関する論考を行った。This study aimed to examine the reasons of difficulties in educational support for children with diseases in own regional school. Subjects (n=13) were teachers that were also students of one-year postgraduate training in special education. Based on KJ method. 106 free descriptions from subjects were analyzed. The results indicated that responses fell into four categories: educational system or school equipment, cooperation between concerned people, medical aspect, and explanation for classmates and their parents. It follows from this study that because of lack of professional knowledge for children with diseases, teachers feel difficulty in solving their educational requirements in special support education.