TOMINAGA MITSUAKI

This study aimed to elucidate how school employees caring for students with intellectual disabilities managed emergencies caused by the COVID-19 pandemic. It attended to decision-making by school managers as well as the engagement of local teachers in the outcome resolution process. A total of 10 teachers employed in different positions were purposefully selected from a school for students with intellectual disabilities in Osaka, Japan, and interviews were conducted with them via Zoom. The thematic analysis identified six significant premises: sensemaking, emergency responsive organization, high morale, planning through prioritization, risk management, and recovery from adverse incidents. The findings suggest distributed leadership functions to successfully sustain security in educational practices. Additionally, the empirical study consisting of interviews with staff in multiple positions reveals that all of the staff’s proactive participation in decision-making and the communication process enabled the school to cope with the pandemic crisis as a united organization.

type:Article 本研究は,知的障害あるいは知的障害を併せもつ子どもたちにも,各々の障害の状況に即し,環境教育の教育内容を創り,単元化・授業化・活動化をめざすものである。現在,環境先進国のドイツにおける知的障害児への環境教育の教育内容・実践例を集積しながら,わが国においても,特別支援学校の小学部・中学部・高等部,通常学校の特別支援学級等において,環境教育の授業を計画・実施し,これまで積み重ねてきた総合的質的授業分析を行った後に,授業の再計画を行い,教育内容づくり,授業の典型化をはかろうとしている。本研究は,その典型化に向けた取り組みの一つであった。筆者らは,むしろ授業実践の成功例よりも課題が残された実践例からも学びながら,各々の学校に合った形でより良い授業づくりをめざしている。そこから,導き出された視点-視覚的教材の活用や見学等の活動の組み込み,紙すきの実践の環境教育としての位置づけの明確化,作業学習との結合-等も授業の典型化に繋げていきたいと考えている。 In this study we analyzed the teaching-learning process for the ecological Education at the Special Support Class for Children with Disabilities of an Elementary School in T city. After Tominaga and Higuchi had planed this program, Higuchi and the class teacher practiced. The analysis method was to understand an important phase of teaching-learning process structure as 'teaching-learning process phase' and to analyze the relation of the elements of the teachinglearning (instructional aim, teaching content and material , child(group), teacher(group), environment) in each 'teaching-learning process phase' and to analyze the relation of the elements between 'teaching-learning process phases ' The results showed the importance of the visualized materials use and the structure of the observation tour to the recycling center etc., the reinforcement of the ecological education part in 'papermaking' etc. We considered that this analysis of teaching-learning process was useful in the model of teching-leaning of the ecological education .

type:Article 本研究では, 冨永・小川が内容を構想し, 小川が実施したM市立M小学校第2学年における障害理解教育の授業を取り上げ, 分析を加えるとともに, 入り込みの授業を受けている知的に障害のある児童の学びも併せて検証していった。授業構成上重要な局面を「授業局面」として捉え, 各授業局面を起点としながら, 各授業構成要素(目標, 教材, 子ども(集団), 教師(集団), 環境)の関連を局面の中で分析するとともに, 他の授業局面の授業構成要素との関連も併せて分析していった。その結果は, 以下の通りであった。(1)この授業分析方法の有効性が示された。(2)第2学年の児童と知的障害のある児童の障害理解の授業を展開する上で, ゲーム的要素を加えることの有効性が示された, (3)様々な障害のある児童との関わりを印象的な場面を通して理解させることの意義が示された, (4)児童の発言の変化から, 授業方法上の課題, 新たな教材設定の課題が示された, (5)授業の目標自体に, 各班の発表の仕方の評価を加える課題が示された, (6)児童の発言を踏まえた集団思考に対する配慮についての課題が示された, (7)低学年の障害理解の授業の教材として, 「視覚的に気づく障害」を中心にかかわり方を学ぶという一つの方向性が導き出された。情緒の障害, 知的障害を取り上げる場合は, より一層の教材の工夫が求められた, (8)知的障害のある児童にもわかる授業の組織化が, 他の児童のわかる授業の組織化につながるという観点からの, 教材設定, 授業展開の改善が求められた, (9)児童自身が自己の理解度を評価し, 児童相互に理解度を確かめ合う活動を組織化する課題が示された。 In this paper we analyzed the teaching-learning process for understanding disabled children at “M Elementary School", which Tominaga and Ogawa had planed and Ogawa had practiced. The analysis method was to understand an important phase of teaching-learning process structure as “teaching-learning process phase" and to analyze the relation between the elements of teaching-learning process (instructional aim, teaching material, child (group), teacher (group), environment) in each “teaching-learning process phase" and to analyze the relation between the elements of one “teaching-learning process phase" and the elements of the other phase. The following results were obtained.: 1) Our analysis method was effective. 2) The game element was effective for the development of teaching-learning process that the second-year children and the child with intellectual disability understood various disabled children. 3) Understanding the relationships between various disabled children and the other normal children by impressive situations was important. 4) There were issues to improve teaching method and to alter teaching material setting by looking over the change of children responses. 5) There were issues of setting the evaluation of the way to express each opinion in instructional aims. 6) There were issues to consider group thinking on the basis of children responses. 7) There was a course to learn mainly the relationships between visually recognized children with disability and the other normal children in this teaching-learning process of the lower grade at elementary school. The improvement of teaching material was required in the case of learning the relationships between children with emotional disturbance, children with intellectual disability and the other normal children. 8) The improvement of teaching material setting and teaching process was required from the standpoint that the organization of teaching-learning process understood by all children was influenced by the organization of teaching-learning process understood by the child with intellectual disability. 9) There were issues to organize the activities that children evaluated the degree of understanding by themselves and children recognized mutually each degree of understanding.

type:Article 本稿では、スイスの新進気鋭の障害児教育研究者であるフリブール大学教授、ゲラルド・ブレス博士の経歴等について紹介し、彼の最新の論文であるSprachheilschule-eine Institution für die Zukunft? (In: Schweizerische Zeitschrift für Heilpädagogik.1997 12, Ss. 14-22)の全訳を行った。また、彼の全著作一覧も掲載している。 Vom 26. Februar bis 1. Mai 1998 studierte ich am Heilpädagogischen Institut der Universität Freiburg in der Schweiz die Geschichte der Schweizer Heilpädagogik und deren heutige Situation. Dr. Gérard Bless, ein junger und energischer Professor des Heilpädagogischen Institutes, unterstützte mich. Entgegenkommend bewilligt er mir, seiner Abhandlung ins Japanische zu ersetzen. In der vorliegenden Arbeit beabsichtige ich dem Lebenslauf von Dr. Gérard Bless und dem Gesichtspunkt von seine neueste Abhandlung "Sprachheilschule eine Institution für die Zukunft?", die in der "Schweizerische Zeitschrift für Heilpädagogik. Dezember 1997 Ss. 14-22" erschienen, zu vorstellen und diese Abhandlung ins Japanische zu ersetzen. Dr. Gerard Bless untersucht im Abhandlung die Fragen der Sprachheilschule in der Schweiz mit den vier Prinzipien von H. Wockens Theorie "Prinzip der Gemeinsamkeit", "Prinzip der Bedürftigkeit", "Prinzip der Nähe", "Prinzip der Passung" und stellt ein Gesamtkonzept einer möglichen Praxis subsidiärer Sonderpädagogik auf.